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FPtOOF EDITION. 



AN 



INTHODUCTIOIN 



TO THE 



STUDY 



ENGLISH GRAMMAR, 



BEaiNNERS. 



T. R. YIGKROT, A. M. 



ST. LOUIS: 
HENDRICKS & CHITTENDEN. 



ii 



Ipibvarg 0i i0tt0tc^^. 



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UNO ED STATES OF AMERICA. 



AN 



USTTRODXIOTIOnsr 



TO THE 



STUDY 



OF 



ENGLISH GRAMMAR, 



FOB 



BEGINNERS. 



/ J 



BY 



tT i^^'yiOKROT, A. M., 

Author OP "The Principles of English Grammar," and "A Treatise on 
THE Grammar op the English Language." 






^<5^V 



ST. LOUIS: 
PUBLISHED BY HENDRICKS & CHITTENDEN. 

1870. 






Entered according to Act of Congress, in the Year 1870, 

By T. R. VICKROY, A. M., 

In the Office of the Librarian of Congress, at Washington. 



TABLE OF CONTENTS. 



Preface '. 6-6 

Suggestions for Teachers 7-12 

INTRODUCTOEY EXEECISES. 

Proper and Common Nouns 13 

Collective, Material, Abstract and Verbal Nouns 14 

Gender 15 

Formation of Gender 16 

Number. Dead Forms 17 

Formation of the Plural. . Living Forms 18 

Person and Case. Personal Pronouns 19 

Formation of the Possessive Case 20 

Uses and Kinds of Verbs.... ! 21 

Voices 22 

Modes 23 

Tenses 24 

Infinitives and Participles 25 

Principal Parts 26 

Lists of the Principal Parts of Verbs 27-82 

Auxiliary Verbs 83 

The Forms of the Verb 34 

The Formation of the Tenses 35 

Paradigm of Have and Be in the Indicative 38 

Paradigms of the Verb Love .^ 37-41 

Articles and Pronominals 42 

Demonstratives, Numerals, &c 43 

Comparison of Adjectives 44 

Adverbs 45 

Prepositions 46 

Conjunctions 47 

Interjections, Expletives and Intensives 48 

3 



4 TABLE OF CONTENTS 

Sentences 49 

Use of Nouns and Pronouns 60 



ANALYSIS AND PAKSING. 

General Definitions 61 

The Intransitive Verb and its Subject 62 

Attributive Nouns and Adjectives 63 

Adjectives used as Modifiers 64 

The Possessive Case 65 

The Complement of Verbs 6G 

Verbs having Two Complements 67 

Complementary Attributes 68 

Appositives 69 

Construction of Adverbs 60 

Nouns used as Adverbs 61 

Adjectives used as Adverbs 62 

Prepositions and Phrases 63 

Particles and Exclamatives 64 

Imperative Sentences 65 

Interrogative Sentences 66 

Pronouns 67 

Syntax of Pronouns 68 

Substantive Clauses 69 

Complex Sentences 70 

Relative Clauses 71 

Conditional and Concessive Clauses 72 

Final and Causal Clauses 73 

Local Clauses 74 

Temporal Clauses 75 

Modal Clauses of Correspondence and Consequence.. 76 

Modal Clauses of Comparison 77 

Compound Sentences 78 

Verbs with Compound Subjects... 79 

Pronouns with Compound Antecedents 80 

Agreement of Verbs and Partitives 81 

Syntax of the Infinitive 82 

Syntax of Participles 83 

Participials after other Verbs 84 

Classified False Syntax 85-95 

Eules of Syntax .-. 96 



PREFACE. 



This work is intended for sucli schools as prefer an easier and less 
scientific "work than the author's Treatise on the Grammar of the English 
Language, With some slight alterations and additions, this work con- 
tains the Suggestions for Teachers, the Introductory Exercises, the 
lists of the Principal Parts of Verbs, and the Paradigms of the Verbs, 
as found in the Treatise. The Exercises in Analysis and Parsing are 
on the same plan as the Introductory Exercises, and contain models of 
the analysis and parsing of nearly every variety of construction, with 
sentences carefully selected as exercises on principles fully illustrated 
before. The prominent features of False Syntax are presented in 
classified order. 

The author has endeavored to present the subject in as concrete a 
form as possible. He has not given any general definitions, deeming it 
of more importance for children to learn the facts of grammar, than to 
spend their time in learning definitions which they cannot compre- 
hend. The teacher should prepare the recitation, and in doing so he 
will be better prepared to teach the lesson, if he consults that part of 
the Treatise referred to by the ?^. 

In many schools, grammar is a dry and uninteresting study. It is 
not necessarily so. It may be made the most interesting of all studies. 
If the teacher will assign a page for a lesson, and insist on thorough 
and exact preparation, and will then adopt and carry out faithfully the 
plan suggested below, he will be astonished at the result. 

The author has taken special pains to make the models and rules 
comprehensive, accurate and rhythmical, and hence the teacher should 
insist on the uniform and accurate use of the same. To attain the 
most satisfactory results, the concert and individual methods of reci- 
tation should be combined. For the information of those teachers 
who have no better method, the author suggests the following plan of 

recitation: 

5 



6 PREFACE. 

Let the teacher read a question, and, after a brief pause, call upon 
some pupil to answer. If the pupil interrogated fail to answer promptly 
and correctly, let him put the question to other members of the class 
until the correct answer is elicited. As soon as the answer is correctly 
given, the teacher should require the class to repeat it in concert. 
After the questions have all been asked, and have been answered indi- 
vidually and in concert, they should be asked again by the teacher, and 
the answers should be repeated by the class. This will prevent inat- 
tention, and will impress the lesson on the memory. By these repeti- 
tions, pupils become familiar with the subject, and when they have 
become familiar with it, it becomes easy and clear. The same plan 
should be pursued with the analysis of sentences and the parsing of 
words. 

The educational advantage of concert recitation is great. By re- 
quiring pupils to speak in a moderate tofle, uttering the words dis- 
tinctly and simultaneously, the timid are encouraged, the forward are 
repressed, and the teacher has the satisfaction of having kept every 
member of the class employed. Thorough preparation and judicious 
explanations of difficult points, will prevent a merely mechanical an- 
swering. 

With these prefatory remarks, the author submits this little book to 
the test of practical teachers. 



Lebanon Valley College, 
AnnvUle, Pa., Oct. 1, 1870. 



SUGGESTIONS FOR TEACHERS. 



Exercise I. 

1* Make grammar a general exercise. Do not use books until the 
class becomes interested in the subject. 

2. A class in any study should be considered an organized body, 
with the teacher as chairman. No member of the class should 
speak without permission. When a question is asked, each one 
that can answer it should raise his hand. The teacher should then 
direct some one to answer the question, and afterwards call upon 
the class to answer in concert 

3. The attention of each pupil should be secured before a recita- 
tion is commenced. Order and silence on the part of the teacher 
will secure this object. No teaching should be done while pupils 
are looking into books, tugging at one another, loriiing, whispering, &c. 
Pupils should have slates and pencils. 

4. Arrange upon your desk several objects, as si, piece of crayon, a 
hook, a hall, a hell, &c., and commence and carry on a dialogue simi- 
lar to the following : 

Teacher [holding up a hook)* What is this? 

James. A book. 

Teacher. Write ^'hook^^^ on your slates. 

[A pause.) Have all written it ? 

[Hands up.) Where is the book, class? 
Pupils [answering variously). In your hand. On my slate. 

7 



8 SUGGESTIONS FOR TEACHERS. 

Teacher {repeating). Where is the book? 

Mary. In your hand. 

Teacher. If the book is in my hand, what have you written on 
your slates ? 

John. The word book. 

Teacher. Tell me the difference between what I hold in my hand 
and what you have written on your slates, class. 

Pupils. You hold in your hand the book itself; its name is 
written on our slates. 

5. A similar course should be pursued with several objects. The 
teacher should request some one to write the names in order upon 
the board, beginning each word with a capital and putting a period 
after it. Thus: 

{Crayon. 
BelT. 
Ball. 

6» The pupils should now name the objects in the room. 

7. Require each pupil to make a list of the names of the objects 
he sees on his way to and from school. This is preparatory to the 
next exercise. 

Exercise II. 

!• The teacher should call his roll and note the number of names 
each pupil has written. This will stimulate them and make them 
more observing. 

2, The teacher, writing with the crayon, should inquire what the 
crayon does ? Many will say that it writes. Explain that you your- 
self t^n/^, but that the crayon marks. So with each of the other ob- 
jects. The bell does not ring; it sounds. The box does not set; it 
stands. The teacher throws the ball j it hounds, 

3« Make two columns, one for names and another for actions. 

Thus: 

Names, Actions, 

Crayon marks. 

Box stands. 

Bell sounds. 

Ball bounds. 



SUGGESTIONS FOR TEACHERS. 9 

4. Perform a number of acts, such as writing, reading, walking j d:e, 
and request the class to tell what you do in each case. 

5. Kequire the-class to write the names of at least twenty objects, 
with appropriate actions, as a preparation for the next exercise. 

Exercise m. 

1. Call your roll and note the extent of each pupil's preparation. 

2. Write a name and an action on the board, and explain the nature 
of a proposition. State that a proposition contains a name and one 
or more words, which say something of the object represented by" 
that name. The name is called subject, the word or words which 
say something about the object, the predicate. 

3* The class should analyze several sentences written on the board, 
using a formula like this : Chalk marks is a proposition, of which 
chalk is the subject and marks^ the predicate. 

Exercise IT. 

1. Take a piece of crayon and ask the class to name its color. 
They will say that it is white. By feeliog the crayon they will per- 
ceive that it is soft, and by breaking it, that it is brittle. 

! white, 
soft, 
brittle. 
Other objects should be similarly treated. 

2. Show the difference between a quality and the thing to which 
it belongs. The quality is in the object, and cannot be separated 
from it. The word crayon designates a certain object as a whole, 
without expressing any of its qualities. White, soft, brittle^ &c., are 
names of qualities which inhere in the crayon and are inseparable 
from it. 

3. Three kinds of words have now been presented. 1. Names of 
whole things (Nouns.) 2. Words which say something about these whole 
things (Verbis.) 3. Names of qualities belonging to whole things (Atl- 
jectives.) The teacher should make these distinctions clear by 
suitable illustration. 



10 SUGGESTIONS FOR TEACHERS. 

4. Take the sentence, Crayon is white, snad ask the class what words 
say something of crayon. They will say " is white.'''' Then ask what is 
said of crayon, and they will tell you white. Then explain to them that 
the word or words representing what is said of the subject is called 
the attribute, and the word or words by which the assertion is made, 
the copula. Sentences like this should be analyzed according to the 
following formula: Crayon is white is a proposition of which crayon 
is the subject, and is white, the predicate, of which is is the copula 
and white the attribute. 

5. The teacher should name five objects, and require the class tc 
ascertain their qualities as a preparation for the next exercise. 

Exercise V. 

1. Examine each pupil's preparation and correct any mistakes he 
may have made. "Write several sentences on the board, and ask 
some pupil to analyze them, allowing the class to correct mistakes. 
When a pupil has analyzed a sentence, and his mistakes, if any, 
have been corrected, the class should analyze the sentence in con- 
cert. M^^ Oral analysis cultivates correct expression, and concert recita- 
tion gives life and interest to the exercise, 

2. The nature and office of words expressing the external limita- 
tions of whole things, should now be presented. Take the words in 
§133 and show that they are joined to words taken in a general 
or indefinite sense, that is, that the word represents any or all 
of its class. So, too, with the words in §136. They are used to 
particularize objects, that is, to point out the position, number, 
order, &c., of objects. 

Exercise TI. 

1. Write sentences like the following on the board, and require 
pupils to tell to what class each word belongs : 

Distributives, Definitives, 

A horse is a useful animal. The man is sick. 

The weather is cold. That boy is intelligent. 

Each note was clear. Several deer were seen. 

Every man hopes. Few men are careful. 

All men are mortal. Three boys came. 



SUGGESTIONS FOR TEACHERS. 11 

j|^**Drill on Distributives and Definitives until each member of 
the class can distinguish them readily. 

2. Analyze the above sentences, using the formulas given in J 159 
and?163. 

Exercise TIL 

1. Certain words express place^ time, cause, manner^ or degree. 
These limit, not objects, but words which say something about ob- 
jects, or, express some degree oi quality or modality. Form sentences 
containing some of the words contained in |181. Require the class 
to point out the limiting words. Such words are called Adverbs. 

2. Analyze sentences containing adjectives, nouns, verbs and adverbs, 

3. Require the class to write ten sentences containing adverbs, as 
a preparation for the next exercise. 

Exercise YIII. 

1. Examine the sentences prepared by the class. Analyze several 
sentences. Let some pupil analyze a sentence. The class should 
correct mistakes and then analyze the same sentence in concert 

2. Place, time, cause, or manner, is expressed sometimes by a com- 
bination of words; as, The box stands on the table; The pen is in 
my hand; Jane sits behind Mary, The words on, in and behind, show 
relations of things, and connect the words representing the things so 
related. 

3« Require sentences containing prepositions to be written as a pre- 
paration for the next exercise. Use the words in J's 195 and 196. 

Exercise IX. 

Examine the sentences written. Teach the class how to analyze 
sentences containing prepositions. See gS08« 

Exercise X. 

Take liesson II and teach the class how to determine the 
different kinds of nouns. Each pupil has a name ; as, John, Mary, 
Samuel, These words are proper nouns. The class consists of males 
and females, designated by the terms boys and girls. These words 
are names of things classed, and are called common nouns. The. 



12 . SUGGESTIONS FOR TEACHERS. 

teacher and pupils constitute a body called a class. "Words desig- 
nating bodies of living objects or groups of things are termed col- 
lective uowns. Some of the class are obedient; others, diligent^ &c. 
"We speak of the obedience or diligence of certain members of the 
class. These words are formed from adjectives, and are called 
abstract nouns. The teacher instructs and the pupils recite. These 
acts are spoken of as instruction and recitationy and such words 
are denominated verbal nouns. Thus pupils can be taught how to 
distinguish the species of nouns. 

Exercise XI. 

Use liOSison III to teach the properties of nouns. Employ sen- 
tences to illustrate joe?'5on, numb er, gender and case. Teach the defi- 
nitions contained in the Lesson. Carelessness in defining is very ob- 
jectionable. Those who study grammar should be exact in the use 
of words. 

Exercise XII. 

The nature of the pronoun should now be developed. Let the 
teacher say, He came^ and then ask, Who came? The class will not 
know who is meant, unless some person was previously spoken of, 
and the reference is obvious. A pronoun does not stand for a noun. 
The noun represents an object j so does the pronoun. Prononnis are 
tEniverssal nouns. An object is already present to the mind, 
and, to beautify language, pronouns, which represent such objects, 
are- substituted for the names of objects thus present. This is their 
characteristic quality. 

Exercise XIII. 

The grammatical forms of nouns and pronouns should now be 
taught. Lessons IV, V, will furnish the necessary data. Present 
only the prominent features, omitting notes and remarks. 

Ji^* A good rule for teaching anything is this: Teach what %€ 
general first j afterwards what is particular. 



INTRODUCTORY EXERCISES. 



NOUNS. ?§ 17-24. 
What is a noun? 
A Noun is a word used to denote an object. 

Give examples. 

Tree, cow, horse, sled, pencil. 

Mention the names of ten objects. 

What are the principal kinds of nouns? 

Proper nouns and Common nouns. 

What is a proper noun? 

A word which denotes a particular person or place. 

Give examples. 

John, Henry, Mary, Alice, William, Boston, Keading. 

Mention the names of ten particular persons or places. 
What is a Common noun? 

A word which denotes any one or all of several similar 
objects. 

Give examples. 

Boy, desk, book, slate, man, paper, tree. 

Mention ten words, each of which denotes any one of several 
similar objects. 

Select the nouns from tTie following sentences, and tell tJidr kind: — ^ 

1. Mary has a new book. 

2. John is a diligent student. 

3. The teacher wrote a letter. 

4. The boys have chairs and desks. 

5. The pupils should have slates and pencils. 

6. Girls love ropes and dolls. 

Model. — John is a good boy. 

The word John is a noun, because itxlenotes an object; it is a Proper 

noun, because it denotes a particular person. 
The word boi/ is a noun, because it denotes an object; it is a Common 

noun, because it may denote any one of several similar objects. 

0* Note to the Teacher. — Assign the class some page in their Reader, 
aiid require them to select the nouns, and tell whether they are Proper or 
Common. Continue a similar exercise with each subsequent Lesson. 

2 13 



14 INTRODUCTORY EXERCISES. 

KI]VI>S OF IfOUI^S. ?? Sl-34. 

AVhat other kinds of Nouns are there ? 

Collective nouns, Material nouns, Albstract nouns and 
Verbal nouns. 

What is a Collective noun ? 

A Collective noun is a word denoting a body of living objects 
or a group of things. 

Give examples. 

Army, class, congress, swarm, crowd, tribe, the Alps. 

Mention the names of several bodies or groups. 

What is a Material noun ? 

A Material noun is a word which denotes any kind of 
matter considered in the gross and without reference to defi- 
nite limits. 

Give examples. 

Brick, clay, water, wood, stone, iron, coal, glass. 

Mention the names of several materials. 

What is an Abstract noun ? 

An Abstract noun is a word which designates some quality 
or condition. 

Give examples. 

Goodness, liberality, manliness, integrity. 

Mention the names often qualities. 

What is a Verbal noun ? 

A Verbal noun is a word denoting the result of an act or 
state. 

Give examples. 

Deed, growth, flight, bloom, mission, procession. 

Mention the names of ten results of actions. 

Select the nouns from the following sentences and tell their hind: — 

1. The cavalry were routed. 

2. Water is abundant. 

3. Truth is a bright jewel. 

4. The defeat of the enemy is certain. 
6. Gold and silver have I none. 

6. Patriotism is a lofty duty. 



INTRODUCTORY EXERCISES. 15 

GEXDER. §57, 

Some objects are males, some are females, and others are without 
' sex. 

On what does the gender of a noun depend? 

On the sex of the object or objects which it represents. 

How many genders are there? 

Three; the Masculine, the Feminine and the Neuter. 

What nouns are of the masculine gender? 

The names of objects of the male sex. 

Give some examples of masculin^ nouns. 

Boy, man, king, lion, buck, father. 

Mention ten male objects. 

"What nouns are of the feminine gender? 

The names of objects of the female sex. 

Give some examples of feminine nouns. 

Girl, woman, queen, lioness, doe, mother. 

Mention ten female objects. 

What nouns are of the neuter gender? 

The names of objects without sex. 

Give some examples of neuter nouns. 

Chair, desk, book, pencil, black-board, bell. 

Mention ten objects without sex. 

Select the nouns from the following sentences, and teU their hind and 
gender: — 

1. The boy gave his sister an apple. 

2. James yisited his uncle and aunt. 

3. My father bought your nephew's store. 

4. My mother's father was a duke. 

5. The poet Cowper was a bachelor. 

6. The Emperor and Empress took a drive. 

Model. — John visited his niece. 

The word John is a proper noun, because it denotes a particular 
person; it is of the masculine gender, because it denotes an object 
of the male sex. 
The word niece is a common noun of the feminine gender, because it 
may denote any one of certain female relatives. 
^^^ Write lists of the masculine, the feminine and the neuter nouns in 
the passage assigned. 



16 



INTRODUCTORY EXERCISES. 



FORMATION OF GENDER. §58. 
, How can you tell the gender of a noun? 

Sometimes by its meaning and sometimes by its form. 

What is the first method of expressing gender? 

By denoting the male by one word, and the corresponding 
female by another. 

Give examples. 
Masculine. Feminine. 
Bachelor maid. 

Beau belle. 

Boy girl. 

Bridegroom bride. 
Colt filly. 

What is the second method of expressing gender? 

By suffixing ess or ine to the masculine form, or changing its 
final syllable into ess, ress, tress or trix. 

Give examples. 



Masculine. 


Feminine. 


Masculine. 


Feminine. 


Drake 


duck. 


Sir 


madam. 


Gander 


goose. 


Swain 


nymph. 


Indian 


squaw. 


Uncle 


aunt. 


Lord 


lady. 


Wizard 


witch. 


Nephew 


niece. 


Youth 


maiden. 



Masculine. 


Feminine. 


Masculine. 


Feminine. 


Masculine. 


Feminine. 


Abbot 


abbess. 


Emperor 


empress. 


Poet 


poetess. 


Actor 


actress. 


Executor 


executrix. 


Prince 


princess. 


Author 


authoress. 


Hero 


heroine. 


Tailor 


tailoress. 


Count 


countess. 


Jew 


Jewess. 


Tutor 


tu tress. 


Doctor 


doctress. 


Lion 


lioness. 


Waiter 


waitress. 



What is the third method of expressing gender? 

By affixing a distinguishing word. 

Give examples. 

Masculine. Feminine, Masculine, Feminine. 

Grand;/a^Aer gxd^n^-moiher, J[fa?e-child female-Qhil^, 

ITe-goat 5Ae-goat. Mer-ma?* mer-maic?. 

Jlfan-servant maicZ-servant. jBwcA:-rabbit (^oe-rabbit. 

Give the masculine noun corresponding to each of the following femi-. 
nine nouns : — 

Bride, lady, belle, goose, squaw, nymph, witch, heroine, Jewess, 
niece, lioness, ^'Ae-goat, c^oe-rabbit. 

Give the feminine form of each of the following masculine nouns : — 

Colt, youth, emperor, count, abbot, author, tutor, poet, exe- 
cutor, maTi-servant, grand-/a^Aer. 
Select the nouns from the following sentences , and tell their kind and gender ;— 

1. The prince and princess are now king and queen. 

2. The landlady was very polite to the gentlemen. 

3. His sister Julia was a duchess. 

4. His brother was executor, and his sister administratrix. 

5. The bride was beautiful, but oh ! the bridegroom ! 

6. Ye swains whose nymphs in every grace excel. 



INTRODUCTORY EXERCISES. 



17 



NUMBER. ?§ 31-34. ?§ 40-55. 

What does number show? 

Number shows liow many objects a noun denotes. 

How many numbers are there? 

Two; the Singular and the Plural. 

When is a noun of the singular number? 

When it denotes but one object. 

When is a noun of the plural number? 

When it denotes more than one object. 

How can you tell the number of a noun? 

Generally by its form. 

Mention the seven nouns of which the plural is formed by changing 
the vowel of the singular. 

Sing. Foot, goose, tooth, louse, mouse, man, woman. 
Plur, Feet, geese, teeth, lice, mice, men, women. 

Mention the four nouns which add n in the plural. 
Sing, Child, ox, brother, cow. 

Flur, Children, oxen, brethren, kine. 

Mention the sixteen nouns which change f, fe or ff into ves for 
the plural. 



Sing. 


Plur. 


^Sing. 


Flur, 


Sing, 


Hur. 


Beef 


beeves. 


Life 


lives. 


wife 


wives. 


Calf 


calves. 


Loaf 


loaves. 


wolf 


wolves. 


Elf 


elves. 


Self 


selves. 


wharf 


r wharves. 
1 wharfs. 


Half 


halves. 


Sheaf 


sheaves. 


Knife 


knives. 


Shelf 


shelves. 


staff 


r staves. 
\ staffs. 


Leaf 


leaves. 


Thief 


thieves. 



Crive the plural form of the following nouns : — 
Calf, ox, leaf, foot, life, leaf, tooth, cow, mouse, brother, wolf, 
loaf, knife, beef and sheaf. 

Tell the number and gender of the following nouns ; — 
Feet, goose, brethren, knives, self, thieves, mice, shelf, wolves, 
children, teeth and oxen. 

Select the nouns from the following sentences, and tell their number 
and gender : — 

1. Foxes prey upon geese and chickens. 

2. The mice, ran into their holes. 

3. The children were frightened at the men. 

4. Nothing but leaves for gathered sheaves. 

5. Lives of great men all remind us 
We can make our lives sublime. 



18 INTRODUCTORY EXERCISES. 

FORMATION OF THE PliURAIi. ? 48. 

How is the plural of nouns generally formed? 

By suffixing es, ^s or s to the singular. 

To what nouns is the syllable es suffixed? 

To nouns ending in ge, ch (soft), sh, x, s, z, ce, se and ss. 

Give examples. 

Judge, judges; church, churches; brush, brushes; box, 
boxes; gas, gases; science, sciences; license, licenses; 
hiss, hisses; topaz, topazes. 

To what other nouns is es suffixed? 

To nouns ending in y preceded by a consonant, the y being 
changed into i. 
Give examples. 

Geography, geographies; lady, ladies; Jly, flies. 

To what other nouns is 65 suffixed? 

Generally to nouns ending in i, o or u, preceded by a consonant. 

Give examples. 

Eabbi, rabbies; hero, heroes; gnu, gnues. 

To what is 's suffixed? 

To letters, figures, marks, signs, &c. 

Give examples. 

A, two a's; 5, three 5^s; +, -|-'s (plusses); ., .'s. 

To what nouns is s suffixed? 

Generally to nouns not ending in an s-sound. 

Give examples. 

Boy, boys; slate, slates; book, books; Joy, joys; money, 
moneys. 

Form the plural of the following nouns ; — 

Bench, table, brush, chair, pen, tax, blush, toy, house, tree, 
clue, alkali, negro, story, topaz. 

Select the nouns'^ from the following sentences, and tell their gender 
and number: — 

1. Judges grant licenses. 

2. Ladies should study the sciences. 

3. The boxes were conveyed to the church. 

4. The flies annoy the horses. 

5. Geography is a useful study. 

6. Pot your i's and stroke your t's. 



INTRODUCTORY EXERCISES. 19 

PERSON ANB CASE. ?§ 26-30. §§ 40-44. 

"What properties of nouns have you learned? 
Gender and Nniaiber. 

"What other properties belong to nouns ? 
Two; Person and Case. 
Upon what does Person depend? 
Upon the relation of an object to the speaker. 
How many grammatical Persons are there? 
Three; the First, the Second, and the Third. 
"When is a noun or pronoun of the First Person ? 
When it represents a person as speaking. 
"When is a noun or pronoun of the Second Person? 
When it represents an object as spoken to. 
When is a noun or pronoun of the Third Person? 
When it represents an object as spoken of. 
Upon what does Case depend? 
Upon the relation of one word to another. 
"What is Case? 

The form of a word corresponding to its use. 
How many cases are there? 

Three; the Nominative, the Possessive, and the Objective. 
"What class of words exhibit Person and Case? 
Words called Personal Pronouns. 
"What do Personal Pronouns show? 

Whether the object represented is the person speaking, the 
object addressed, or the object spoken of. 
Repeat the following pronouns : — 





First PersoN. 


Secoi 


id Person. 




Singular. 


Plural. 


Singular. 


Plural. 


Nominativi 


\ I 


we. 


thou 


you or ye 


Possessive^ 


My 


our. 


thy 


your. 


Objective. 


Me 


us. 


thee 


you. 


Remark— 


-You is used in 


both numbers. 

Tbircl Person. 

Singular. 




Plural. 




MASCULINE. FEMININE. 


NEUTER. 


ANY GENDER. 


Nominativi 


J. - He 


she 


it 


they. 


Possessive. 


His 


her 


its 


their. 


Objective. 


Him 


her 


it 


them. 



Select the pronouns from the follotoing sentences, and tell their gender, number, 
person and case : — 

1. I lost my hat. 

2. He told me a story about his uncle. 

3. We saw them in your father's orchard. 

4. Our soldiers defeated their country's enemies. 

5. He sold his kite for a penny. 

6. She showed us her fan. 



20 INTRODUCTORY EXERCISES. 

FORMATION OF THE POSISFSSIV<£ €AS{£. § 59. 

How cau you tell the case of a noun? 

The nominative and objective, by their use, and the possessive 
by its form. 

How is the possessive case of nouns formed? 

By suffixing an apostrophe ( ' ) or 's to the nominative. 

To what nouns is an apostrophe ( ' ) suffixed? 

To common nouns ending in s, jse or ce. 

Give examples. 

For conscience' sake; eagles' wings; ladies' gloves; hoys' 
sports; for goodness' sake. 

To what nouns is 's suffixed? 

To common nouns not ending in s, se or ce. 

Give examples. 

Man's life; men's shoes; children's clothes; my father's 
house; his brother's book. 

How are proper nouns pluralized? 

Generally by suffixing 's. 

Give examples. 

John's book; Prentice's poems; Willis's writings; Davis's 
Astronomy. 

What proper nouns form the Possessive by suffixing an apostrophe (' ) ? 

Proper Nouns ending in the sound of ers, eea and ez. 

Give examples. 

Archimedes' screw; Moses' anger; Ayrs' Pills. 
Write Paradigms of the following nouns : — 
Army, bench, book, brush, chair, fox, goose, grass, judge, man, 
sense, swan, tooth and wife. 

Model. 

Singular, ^Plural, 

ITbminative. Possessive, Objective. Nominative. Possessive. Objective. 
Fly fly's fly. Flies flies' flies. 

Child child's child. Children children's children. 

Select the nouns and pronouns from the following sentences^ and tell theif 
person, number, gender and case : — 

1. My brother bought your store. 

2. The farmer's horse ran away. 

3. The trees have lost their foliage. 

4. John, study your lesson. 

6. The men conquered their foes. 
6. We read Tennyson's poems. 



INTRODUCTORY EXERCISES. 21 

USES ANB K:I]V3>S OF VERBS. §§ 170-17S. ? 215, 
§? 80-83. 

What is a Verb? 

A Verb is a word which asserts. 

Give examples. 

John walks, stands, lies, or sits. 

How many uses haye verbs ? 

Two ; a Causative use and an Immediate use. 

When is the use of a verb Causative? 

When the object denoted by its subject causes an action 
or state in some other object. 

Give examples. 

John teaches Henry ; James rings the bell. 

When is the use of a verb Immediate ? 

When the action or state which it expresses belongs to the 
object denoted by its subject. 

Give examples. 

Henry learns ; The bell rings ; The sun rises. 

Mention some verbs whose use is Causative. 

Set, lay, raise, fell, teach. 
^ Mention some verbs whose use is Immediate. 

Sit, lie, rise, fall, learn. 

How many kinds of verbs are there ? 

Three ; Transitive, Copulative and Intransiitive. 

What is a Transitive Verb ? 

A Transitive verb asserts an act which affects or causes the 
object denoted by its complement. 

Give examples. 

John struck Charles ; He saw a ship ; Birds build nests. 

What is a Copulative Verb ? 

A Verb which simply asserts. 

Give examples. 

Belle is a student ; Henry was angry ; John has been good. 

What is an Intransitive Verb ? 

An Intransitive Verb asserts that the object denoted by its 
subject is in a certain state or condition. 

Give example's. 

Jane sleeps ; Mary rwas ; Sarah ^eeps. 
Select the verbs from the following sentences, and tell their use and hind: — 

1. The stars shine until the sun rises. 

2. He bought the book which you gave me. 

3. John studies G-eography and reads German. 

4. A thing of beauty is a joy forever. 

5. After James resigned, John became secretary, 

6. The conscious water saw its God and blushed. 



22 INTRODUCTORY EXERCISES, 

VOICE. ?? 88-01. 
What properties of the Verb depend upon relation? 
Three; Voice, Mode and Tense. 

How many Voices are there ? 

Two ; the Active and the Passive. 

When is a Verb in the Active Voice ? 

When the action which it expresses proceeds from the object 
denoted by its subject. 

Give examples. 

John loves Mary ; Jane writes a letter. 

When is a Verb in the Passive Voice ? 

When the action which it expresses terminates on the object 
denoted by its subject. 

Give examples. 

Mary is loved by John ; The letter is written. 

To what verbs does Voice belong ? 

To Transitive verbs. 

When is the Passive voice used ? 

When we wish to speak of an act without telling by whom 
it is done. 

How can you change the sentence John loves Mary, to the Passive ' 

By making Mary the subject and changing the form of the 
verb. Thus : Mary is loved by John. 

What is the Passive form of John wrote a letter ? 

A letter was written by John. 

What is the Passive form of John has written a letter ? 

A letter is written by John. 

Vfhat is the Passive form of John writes a letter 9 
A letter is being written by John. 

Select the verbs from the following sentences, tell their use, hind and 

voice ^ and change them from active to passive, and from 

passive to active : — 

1. Boys eat apples. 11. He was expelled. 

2. The birds flew away. 12. John tossed his ball. 

3. They saw him. 13. I was insulted. 

4. He was seen. 14. The boughs are bent. 
6. Jane knew her lesson. 15. He hurt his foot. 

6. The boy was not known. 16. He sold his horse. 

7. The sun has risen. 17. I bought a slate. 

8. They wrote letters. 18. He learns his lesson. 

9. The letters were written. 19. John runs. 
10. He broke his arm, 20. Mary sings. 



INTRODUCTORY EXERCISES. 23 

MO]>£. ??S19-SSS. 

What does Mode show ? 
Mode shows how a Verb asserts. 
How many Modes are there? 

Three; the In^licative, the SubjnnctiTe and the Im- 
perative. 

When is a Verb in the Indicative Mode ? 
When it asserts a fact or an inquiry. 

Give examples. 

John writes; Does John write? Mary sang; Did Mary 
sing f Henry sleejps ; Did Henry sleep f 

When is a Verb in the Subjunctive Mode ? 

"When it asserts something as existing only in thought. 

Give examples. 

John can write ; Mary may sing ; Jane will come, if it do 
not rain. 

When is a Verb in the Imperative Mode ? 

When it asserts something as willed by the speaker. 

Give examples. 

Study your lesson ; Thou shalt not steal; You may go; Let 
me write ; Thy kingdom come. 

How can you tell the Modes ? 

Partly by the meaning and partly by the form. 

What is peculiar to the form of the Indicative Mode. 

An s is suffixed to the root to form the third person singu- 
lar of the present indicative. 

What is peculiar to the conditional form of the Subjunctive Mode ? 

The root is used for all the persons of the present tense, and 
the plural of the preterite for all the persons of the past tense ; 
as, If she be ; If he were. 

What is peculiar to the form of the Imperative Mode ? 

The unmodified root is used in all the persons. 

Select the verbs from the following sentences, and tell their use, kind, 
voice and mode : — 

1. John wrote a letter. " 

2. James can climb a tree. 

8. They may come to-morrow. 

4. Jane talks and Mary studies. 

6. Boys, listen to the teacher. 

. 6. Let me die the death of the righteous. 



24 INTRODUCTORY EXERCISES. 

TENSES. §? 95-101. 

What does Tense show? 

Tense shows the time of the assertion. 

How many Tenses are there ? 

Six; the Present, the Past, the Future; the Present-Perfect, 
the Past-Perfect and the Future-Perfect. 

When is a Verb in the Present Tense? 

When it asserts what is now taking place, or continues to exist. 

When is a Verb in the Past Tense. 

When it asserts what took place at some past time. 

When is a Verb in the Future Tense? 

When it asserts what will take place hereafter. 

When is a Verb in the Present-Perfect Tense? 

When it asserts something as completed in present time. 

When is a Verb in the Past-Perfect Tense? 

When it asserts something as completed before some specified 
past time. 

When is a Verb in the Future-Perfect Tense? 

When it asserts something as completed before some specified 
future time. 

Give examples of the Present Tense. 

He sees J he is seeing, he is seen, he does see; If he see, he 
seeth; he may see; see. 

Give examples of the Past Tense. 

He saw, he was seeing, he was seen, he did see, he might see. 

Give examples of the Future Tense. 

He will see, he will be seeing, he will be seen. 

Give examples of the Present-Perfect Tense. 

He has seen, he has been seeing, he has been seen, he may 
have seen. 

Give examples of the Past-Perfect Tense. 

He had seen, he had been seeing, he had been seen, he might 
have been seen. 

Give examples of the Future-Perfect Tense. 

He will have seen, he will have been seeing, he will have 
been seen. 

Select the verbs from the following sentences^ and tell their kind, voice, mode and tense :-^ 

1. John came yesterday and will leave to-day. 

2. The night is far spent ; the day is at hand. 

3. The bell had rung before we started. 

4. I shall accompany you M'hen you go to the city. 

6. John has finished his composition. 6. He will have gone before you start. 



INTRODUCTOKY EXERCISES. 25 

INFINITIVES and PARTICIPIiES. ?§ 22Q-2SQ. 

What words are classed with the verb ? 
Infinitives and Participles. 

How many Infinitives are there ? 

Two ; the Present and the Perfect. 

Give examples of the Present Infinitive. 

To see, to be seen ; to write, to be written. 

Give examples of the Perfect Infinitive. 

To have seen, to have been seen ; to have gone, to have been gone. 

How many Participles are there ? 

Three ; the Present, the Past and the Perfect. 

Give examples of the Present Participle. 

Seeing, knowing, going, coming. 

Give examples of the Past Participle. 

Seen, known, gone, come, drawn. 

Give examples of the Perfect Participle. 

Haying seen, having known, having gone. 

What are Infinitives and Participles called ? 

They are called Participials. 

Learn the following Paradigm of Participials : — ^ 

Infinitives. 
Active. Progressive, Passive, 

Present To love. to be loving. to be loved. 

Perfect, To have loved, to have been loving, to have been loved. 

Participles. 

Active, Passive, 

Present, Loving. {being) loved. 

Past, Loved. 

Perfect, Having loved. having been loved. 

Write Paradigms of the Participials of the following verbs : — 
Act, eat, freeze, go, limp, move, prize, run, sit, track, win, yell. 

Select the Participials from the following sentences: — 

1. Much will depend on the doctor's coming. 

2. He was justly punished for being in such company. 

3. He made them give up their spoils. 

4. Hope comes with smiles the hour of pain to cheer. 

5. True knowledge consists in knowing things, not words. 

6. Bid him come to me. 

7. Numb'd by the piercing, freezing air, 

And burden VI by his game, 
The hunter, struggling with despair, 
Dragged on his shivering frame. 



26 INTRODUCTORY EXERCISES 

PKIMCIPAI. PARTS. § S34. 
Which are the Principal Paris of a Verb ? 
The Present, the Preterite and the Past Participle. 
V/hat part of a Verb is called the Present ? 
Its simplest form, or root. 

How niany methods of forming the Preterite are there ? 
Two ; the Strong and the Weak, 

How does a Strong Verb form its Preterite ? 
By changing or shortening the vowel of its root. 
Give examples. 

See, saw; know, hnew; bite, bit; shoot, shot 
How does a Weak Verb form its Preterite ? 

By suffixing t, d, or eel to the root, the root-vowel being 
sometimes changed or shortened. 
Give examples. 
Cry, cried; sleep, slept; buy, bought; invite, invited. 

In what four ways is the Past Participle constituted ? 

1. By suffixing u or en to the root; as, Know, known. 

2. By suffixing n or en to the Preterite ; as Chose, chosen. 

3. Come and run, with their compounds, use the same form for 

the Present and the Past Participle. 

4. Some Strong verbs and all Weak ones use the same form 

for the Preterite and the Past Participle. 

How is the Present Participle formed ? 
By suffixing ing to the root of a verb. 

How is the root sometimes changed before ing is suffixed ? 
Final e is dropped, i is changed into y, or the final letter is 
doubled. 

Give examples. 

Give, giving ; die, dying ; sit, sitting ; confer, conferring. 

How do some grammarians divide verbs ? 
Into Kegular verbs and Irregular verbs. 

How should they be divided ? 
Into classes, according to form. 
How many classes are there ? 
Eleven, given on the next pages. 

Which of these classes corresponds to the *< Regular'* verbs? 
Classes VIII and IX. 



INTRODUCTORY EXERCISES. 



27 



Class I consists of Strong verbs, having distinct forms for each 
of the Principal Parts, 



Present 


Preterite, 


Past Participle, 


Am, or be 


was 


been 


Arise 


arose 


arisen 


Bear 


bore 


borne, born (passive) 


Beat 


beat 


beaten, beat 


Beget 


begot, begat 


begotten, begot 


Begin 


began 


begun 


Bid 


bade, bid 


bidden, bid 


Bite 


bit 


bitten, bit 


Blow 


blew 


blown 


Break 


broke 


broken 


Chide 


chid 


chidden, chid 


Choose 


chose 


chosen 


Do (mis, oyer, un) 


did 


done 


Draw 


drew 


drawn 


Drive 


drove 


driven 


Drink 


drank 


drunk 


Fall (be) 


fell 


fallen ^ 


Fly 


flew 


flown 


Forbear 


forbore 


forborne 


Forbid 


forbade 


forbidden 


Forget 


forgot 


forgotten, forgot 


Forsake 


forsook 


forsaken 


Freeze 


froze 


frozen 


Get 


got 


gotten, got 


Give (for, mis) 


gave 


given 


Grow (out) 


grew 


growja 


Hide 


hid 


hidden, hid 


Know (fore) 


knew 


known 


Lie (to recline) 


lay 


lain 


Eide 


rode 


ridden 


Ring 


rang, rung 


rung 


Rise 


rose 


risen 


See (fore) 


saw 


seen 


Shake 


shook 


shaken 


Slay 


slew 


slain 


Slide 


slid 


slidden, slid 


Smite 


smote 


smitten 



28 



INTEODUCTORY EXERCISES. 



Present 


Preterite, 


Past Participle, 


Spit (be) 


spat, spit 


spitten,^ spit 


Speak 


spoke 


spoken 


Steal 


stole 


stolen 


Stride (be) 


strode, strid 


stridden, strid 


Strive 


strove 


striven 


Swear 


swore 


sworn 


Swim 


Swam, swum 


swum 


Take (be, mis, over, 
under) 


''"'jtook 


taken 


Tear 


tore 


torn 


Throw (over) 


threw 


thrown 


Tread 


trod 


trodden, trod 


Wear 


wore 


worn 


Weave 


wove 


woven 


Write 


wrote 


written 


Class II consists 


of Strong, verbs, having the same form for the 


Present and the Past Participle, 




Present, 


Preterite, 


Past Participle, 


Become 


became 


become 


Come 


came 


come 


Overcome 


overcame 


overcome 


Overrun 


overran 


overrun 


Outrun 


outran 


outrun 


Run 


ran 


run 


Class III consists of Strong verbs. 


having the same form for the 


Preterite and the Past Participle, 




Present, 


Preterite, 


Past Participle, 


Abide 


abode 


abode 


Behold 


beheld 


beheld, beholden [adj,) 


Bind (un, re) 


bound 


bound 


Bleed 


bled 


bled 


Breed 


bred 


bred 


Cling 


clung 


clung 


Feed 


fed 


fed 


Fight 


fought 


fought 


Find 


found 


found 


Fling 


flung 


flung 




* Obsolete. 





INTRODUCTORY EXERCISES. 



29 



Present, 




Preterite* 


Past Participle, 


Grind 




ground 


ground 


Hold (be, up, 


with) 


held 


held, holden 


Lead (mis) 




led 


led 


Meet 




met 


met 


Read 




read 


read f 


Shoot (oyer) 




shot 


shot 


Shrink 




shrunk, shrank 


shrunk, shrunken 


Sing 




sung, sang 


sung 


Sink 




sunk, sank 


sunk, sunken 


Sit 




sat 


sat 


Sling 




slung 


slung 


Slink 




slunk 


slunk 


Speed 




sped 


sped 


Spin 




spun 


spun 


Spring 




sprung 


sprung 


Stand (under, 


with) 


stood 


stood 


Stick 




stuck 


stuck 


Sting 




stung 


stung 


Stink 




stunk, stank 


stunk 


Strike 




struck 


struck, stricken [adj.) 


String 




strung 


strung, stringed {adj,) 


Swing 




swung 


swung 


Win 




won 


won 


Wind (ui^) 




wound 


wound 


AVrigg 




wrung 


wrung 


Class IV consists of Strong verbs^ having both a Strong and a Weal 


Preterite and Past Participle. 




Present, 


Preterite. 


Past Participle. 


Awake 


awoke 


, awaked 


awoke, awaked 


Cleave 


clove. 


cleft 


cloven, cleft 


Crow 


crew, 


crowed 


crowny^ crowed 


Big 


- <iug. 


digged 


dug, digged 


Eat 


ate. 


eat 


eaten, eat 


Hang 


hung, 


hanged 


hung, hanged 


Heave 


hove, 


heaved 


hoven, heaved 


Light- 


lit, 


lighted 


lit, - lighted 


ShiDe 


shone, 


shined 


shone, shined 


Stave 


stove. 


staved 


stove, staved 


Thrive 


throve 


, thrived 


thriven, thrived 






* Obsolete. ■ 





30 



INTRODUCTORY EXERCISES. 



Class V consists of Strong verbs, having a WeaJc Preterite and a 
Strong Past Participle, 

Present, Preterite, Past Participle. 

Go went {pret. of wend) gone 

Forego - forewent foregone 

Rive rived riven 

Shew shewed shewn 

Show showed shown 

Undergo underwent undergone 

Class VI consists of VerbSj having a Weah Preterite and a Strong 
and a Weah Past Participle. 



Present, 


Preterite, 


Past Participle. 


Bake 


haked 


baked, 


bahen 


Clothe 


clothed 


clothed, 


clad 


Engrave 


engraved 


engraved. 


engraven 


Freight 


freighted 


freighted^ 


fraught {pass.) 


Grave 


graved 


graved. 


graven 


Hew 


hewed 


hewed. 


hewn 


Lade 


laded 


laded, 


laden 


Load 


loaded 


loaded. 


loaden 


Melt 


melted 


melted 


molten {adj,) 


Mow 


mowed 


mowed. 


mown 


Prove 


proved 


proved. 


proven 


Saw 


sawed 


sawed, 


sawn 


Seethe 


seethed 


seethed. 


sodden 


Shape (mis) 


shaped 


shaped. 


shapen 


Shave (un) 


shaved 


shaved. 


shaven 


Sow 


sowed 


sowed. 


sown 


Shear 


sheared 


sheared. 


shorn 


Strow 


strowed 


strowed. 


strown 


Swell 


swelled 


swelled 


swollen, swoln 


Wax 


waxed 


waxed. 


waxen 



Class Vll consists of Weah Verbs, which form their Preterite and 
their Past Participle by changing or shortening the vowel of the Present^ 
and annexing dl or t« 

Present. Preterite. Past Participle. 

Beseech besought besought 

Bring brought brought 

Buy bought bought 

Catch caught caught 



INTEODUCTORY EXERCISES. 



31 



Present 


Preterite, 


Past Participle. 


Creep 


crept 


^ crept 


Deal 


dealt 


dealt 


Feel 


feU 


felt 


Flee 


fled 


fled 


Hear 


heard 


heard 


Keep 


kept 


kept 


Leave 


left 


left 


Lose 


lost 


lost 


Seek 


sought 


sought 


Sell 


sold 


sold 


Shoe 


shod 


shod 


Sleep 


slept 


slept 


Teach (mis, un) 


taught 


taught 


Tell 


told 


told 


Think 


thought 


thought 


Weep 


wept 


■wept 



Class VIII consists of Weak Verbs, ending in the sound of <i or 
t, generally form their Preterite and Past Participle hy annex- 
ing the syllable e>^ to the Present; as, Add, added; Wed, 
wedded; Whet, whetted. 

Exception 1. — Lend, i^end, send, spend, and misspend form their 
Preterite and Past Participle by changing their final d into t; as. 
Lend, lent; rend, rent; send, sent; spend, spent. 

Exception 2. — Bend, bet, blend, build, gild, gird (be, en, un), hnit, 
quit, slit, spit, sweat, and wet are redundant. See Class X. 

Exception 3. — The following verbs use the same form for each 
of the principal parts, viz.: Burst, cast, cost, cut, hit, hurt, let, put 
rid, set (re-set), shed, shred, shut, spread, and thrust, 

Clsiss IX consists of Weak Verbs, not ending in the sound of <1 
or ±9 generally form their Preterite and Past Participle by annex- 
ing d, ed, or t to the Present; as, Cleave (to adhere), cleaved; 
climb, climbed; Lie (to speak falsely), lied; ring (to encircle), 
ringed; delay, delayed; drown, drowned; love, loved- 

Bemark 1. — Lay, pay, say, and their compounds, change y into i, and 
annex d; as, Lay, laid; pay, paid ; say, said. 

Eemark 2. — Have and make drop the final consonant, and annex d; 
as, make, made ; have, had. 



32 



INTRODUCTORY EXERCISES. 



Remark 3. — After ^. t, ch (soft), k,f, th (aspirate), ss, and sh,ed is pro- 
nounced like t 

Class X consists of the following K-edundamt verbs : — 



Present 


JPreterite, 


Tast Participle, 


Bend 


bent, bended 


bent, bended 


Bereave 


bereft, bereaved 


bereft, bereaved 


Bet 


bet, betted 


bet, betted 


Blend 


blended, blent 


blended, blent 


Bless 


blessed 


blessed, blest 


Build 


huildedy built 


huildedy built 


Burn 


burnt, burned 


burnt, burned 


Bare 


durst {to venture), dared 


dared 


Bream 


dreamed, dreamt 


dreamed, dreamt 


Bress 


dressed, drest 


dressed, drest 


Dwell 


dwelt, dwelled 


dwelt, dwelled 


Gild 


gilded, gilt 


gilded, gilt 


Gird (be, en, un) 


girt, girded 


girt, girded 


Kneel 


knelt, kneeled 


knelt, kneeled 


Knit 


knit, knitted 


knit, knitted 


Learn (un) 


learned, learnt 


learned, learnt 


Mean 


meant, meaned 


meant, meaned 


Pen 


penned, pent 


penned, pent 


Quit 


quitted, quit 


quitted, quit 


Slit 


slit, slitted 


slit, slitted 


Smell 


smelt, smelled 


smelt, smelled 


Spell (mis) 


spelled, spelt 


spelled, spelt 


Spill 


spilled, spilt 


spilled, spilt 


Split 


split, splitied 


split, splitted 


Spoil 


spoiled, spoilt 


spoiled, spoilt 


Stay 


staid, stayed 


staid, stayed 


Sweat 


sweat, sweated 


sweat, sweated 


Wet 


wet, wetted 


wet, wetted 


Work 


worked, wrought 


worked, wrought 


€lass X5 consists of the following l>efective verbs :-^ 


Fresent, 


JPreterite. 


Past Participle. 


Beware 


wanting 


wanting 


Can 


eould 


wanting 


May 


might 


wanting 


Must 


must 


wanting 


Ought 


ought 


wanting 


Wanting 


quoth {1st and 3d sing 


.,) wanting 


Shall 


should 


wanting 


Will 


would 


vjanting. 


Wis 


wist 


wanting 


Wit or wot 


wot 


wanting 


Worth {Imperatii 


?e) wanting 


wanting 



INTRODUCTORY EXERCISES. 



33 



AUXIL.IART VEKBS. II 253-S63. 

What is an Auxiliary Verb ? 

A Verb used to conjugate another verb. 

Mention the Auxiliary Verbs. 

Shall, will, have, be, do, may, can, must and let. 

Give the Present Tense of the Auxiliaries. 



Sing. 1. I 


shall 


will 


have 


am 


do 


may 


can. 


2. Tliou 


BbaW 


wiU 


has^ 


ar^ 


dost 


mayes^ 


cansf. 


3. He 


shall 


will 


has 


is 


does 


may 


can. 


Plur.l. We 


shall 


will 


have 


are 


do 


may 


can. 


2. Tou 


shall 


will 


have 


are 


do 


may 


can. 


3. They 


shall 


will 


have 


are. 


do 


may 


can. 


Give the Past Tense of the Auxiliaries. 








Sing. 1. / 


should 


would 


had 


was 


did 


might 


could. 


2. Thou 


shouldsi 


wouldsi 


hadsi 


wasi 


didst 


mightes^ 


coulds^. 


3. He 


should 


would . 


had 


was 


did 


might 


could. 


Plur.l. We 


should 
should 


would 


had 


were 
were 


did 
did 


might 
might 


could. 


2. Tou 


would 


had 


could. 


3. They 


should 


would 


had 


were 


did 


flight 


could. 



How is shall used ? 

To form the first person of the Future Indicative and the 
second and third persons of the Imperative, Potential form. 

How is tvill used? 

To form the second and third persons of the Indicative fu- 
ture and the first person of the Imperative, Potential form. 

How is have used ? 

To form the Present-Perfect tense. 

How is had used ? 

To form the Past-Perfect tense. 

How is the verb to be used ? 

To form the Progressive form and the Passive voice. 



34 INTRODUCTORY EXERCISES. 

THE FOKMS OF THE VERB. 

How many forms may a Verb have? 

Ten; the Commoiij the Progressive, the Passive, the Progresso-^ 
Passive, the EmphatiC; the Jnterrogative, the Solemn^ the Con- 
ditional, the Potential and the Imperative. 

What is the Common Form? 

The Form which adds s in the Present Indicative, third person, 
singular; slb, John sees. 

What is the Progressive Form? 

The Form in which the Present Participle is annexed to the 
various forms of the verb to be; as, John is seeing. 

What is the Passive Form? 

The Form in which the Past Participle is annexed to the 
various forms of the verb to be; as, John is seen. 

What is the Progresso-Passive Form? 

The Form in which being is placed between the Auxiliary and 
the Participle of the Passive Form; as, The house is being built ^ 

What is the Emphatic Form? 

The Form in which the auxiliary do or did is used with the 
root of a verb to form the Present and Past Tenses; as, John 
DOES see; John did see. 

What is the Interrogative Form? 

The Form in which the Verb or Auxiliary is placed before 
the subject; as, Does John see? Has he seen? 

What is the Solemn Form? 

The Form which uses th or eth in the third person singular of 
the Present Indicative, and t or st in the second person singular 
of all the tenses; as, Thou seesT', HeseeTH; Thou sawest. 

What is the Conditional Form? 

The Form in which the root of a verb without change is used 
in all the numbers and persons of the Present Tense, and the 
plural of the Preterite, in all the numbers and persons of the 
Past Tense; as, If he see; If he were seen. 

What is the Potential Form? 

The Form in which the Auxiliaries may, can, must, might, 
could, would and should are used; as, /may see; /might see. 

What is the Imperative Form? 

The Form in which the root of a verb is used to express what is 
willed by the speaker; as. Go; Thy kingdom COM^} "Rie^st we here. 



INTRODUCTORY EXERCISES. 35 

THE FORx^IATION OF THE TENSES. 
How is the Present Tense Formed ? 

From the root, 5 or es being suffixed in the third person singular. 
Ex. — I go, you go, he goes; we go, you go, they go. 
How is the Past Tense formed? 
From the Preterite 

Ex. — I went, you went, he went; we toent, you went, they went. 
How is the Future Tense formed? 

By combining shall and will with the root, using shall in the 
first person and will in the second and the third. 

Ex. — I shall go, you will go, he will go; we shall go, &c. 

How is the Present-Perfect Tense formed? 

By combining have with the Past Participle. 

Ex. — I have gone, you have gone, he has gone, &c. 
How is the Past-Perfect Tense formed ? 
By combining had with the Past Participle. 
Ex. — I had gone, you had gone, he had gone, &c. 
How is the Future- Perfect Tense formed? 

By combining shall have and will have Yrith the Past Participle. 
Ex. — I shall have gone, you will have gone, &c. 
How is the Present Potential formed? 
By combining may^ can or must with the root. 
Ex. — I may, can or must go; you may, can or must go. 
How is the Past Potential formed? 

By combining mighty could, would or should with the root. 
Ex. — I might, could, would or should go. * 

How is the Perfect Potential formed? 

By combining may, can or must with have and the Past Participle. 
Ex. — I may have gone; you may have gone, &c. 
How is the Past Perfect Potential formed? 

By combining might, could, would or should with have and 
the Past Participle. 

Ex. — I might have gone; you might have gone, . 

How are the tenses of the Passive formed? 

By combining the verb to be with the Past Participle. 

How are the tenses of the Progressive formed? 

By combining the verb to be with the Present Participle. 

Form the tenses of the following Verbs : — 
JRoot. Know, see, write, run, Bing. come, think. 

Preterite Knew, saw, wrote, ran, sang, came, thought. 

Past Part. Known, Been written, run, sung. come, thought. 



36 INTRODUCTORY EXERCISES. 

Fairadigisi of the verbs Mave and Be in the Indicative Mode. 

Present Tense. 





Sing. 


Plur. 


Sing, 


Plur, 


1st Pers, 


I have, 


We have. 


I am, 


We are. 


M Pers. 


You have, 


You have. 


You are, 


You are. 


3d Pers. 


He has, 


They have. 


He is. 


They are. 



Fntnre Tense. 

tst Pers. I shall have, We shall have. I shall be. We shall be. 

Sd Pers. You will have. You will have. You will be, You will be. 

3d Pers. He will have, They will have. He will be, , They will be. 



1st Pers. I had, 
^d Pers. You had, 
Sd Pers. He had. 



Past Tense. 



We had. 
You had. 
They had. 



I was. 
You were. 
He was, 



We were. 
You were. 
They were. 



Present perfect Tense. 

1st Pers. I have had, We have had. I have been, We have been. 

M Pers. You have had, You have had. You have been, You have been. 

Sd Pers. He has had. They have had. He has been, They have been. 



1st Pers. I had had, 
M Pers. You had had, 
3d Pers. He had had, 



Past Perfect Tense. 



We had had. 
You had had. 
They had had. 



I had been. 
You had been. 
He had been, 



We had been. 
You had been. 
They had been. 



Fntnre Perfect. 

1st p. I shall have had, We shall have had. I shall have been. We shall have been. 

Sd P. You will have had, You will have had. You will have been. You will have been. 

Sd P. He will have had, They will have had. He will have been, They will have been. 



INTRODUCTORY EXERCISES. 



37 



Ps^radigiu of the Infinitives^ Participles, and all the Tenses and 
Forms of the Indicative Mode of the verb liOve. 







Infinitives. 




Present, 
Perfect. 


Active. 
To love, 
To have loved, 


Progressive. 
To be loving, 
To have been loving, 


Passive. 
To be loved. 
To have been loved. 


Present. 

Past. 

Perfect. 


Active, 
Loving, 
Loved, 
Having loved 


Participles* 


Passive. 
(Being) loved. 

Having been loved. 



Indicative Mode. 

Present Tense. 





Common. 


Progressive. 


Passive. 


1st per. Sing. 


I love. 


I am loving, 


I am loved. ' 


Sd per. Sing. 


You love, 


You are loving. 


You are loved. 


Sd per. Sing. 


He loves, 


He is loving, 


He is loved. 


1st per. Plur. 


We love, 


We are loving. 


We are loved. 


Sd per. Plur. 


You love. 


You are loving. 


You are loved. 


Sd per. Plur. 


They love, 


They are loving, 

Emphatic Form, 


They are loved. 




Singular. 




Plural. 


1st person. 


I do love. 




We do love. 


M person. 


You do love. 




You do love. 


Sd person. 


He does love, 


Solemn Form, 


They do love. 


Forms. 


^d Person Sing. 


Sd Person Sing. 


M Person Plur, 


Common.. 


Thou lovest, 


He loveth, 


Ye love. 


Progressive. 


Thou art loving. 




Ye are loving. 


Passive. 


Thou art loved. 




Ye are loved. , 


Emplmtic. 


Thou dost love, 


He doth love. 


Ye do love. 



Cffnvnon, 
1st per. Sing. I loved, 
8d per. Sing. You loved, 
Sd per. Sing. He loved, 
1st per. Plur. We loved, 
M per. Plur. You loved, 
Sd per, Plur, They loved, 



Past Tense. 

Progressive. 
I was loving, 
You were loving. 
He was loving. 
We were loving, 
You were loving. 
They were loving, 



Passive. 
I was loved. 
You were loved. 
He was loved. 
We were loved. 
You were loved. 
They were loved. 



38 



INTRODUCTORY EXERCISES. 



1st Person. I did love, 
M Person. You did love, 
3d Person. He did love. 



Emphatic, 



Plural. 
We did love. 
You did love. 
They did love. 



Solemn Form^ 2d Person^ Singular, 

Common. Thou lovedst. Passive. Thou wast loved. 

Thou wast loving. Emphatic. Thou didst love. 



1st per. Sing. 
M per. Sing. 
Sd per. Sing. 



Common. 
1 shall love, 
You will love. 
He will love, 



1st per. Plur. We shall love, 
Sd per. Plur. You will love, 
3d per. Plur. They will love, 



Future Tense. 

Progressive. 
I shall be loving. 
You will be loving. 
He will be loving, 
We shall be loving. 
You will be loving, 
They will be loving, 



Passive. 
I shall be loved. 
You will be loved. 
He will be loved. , 
We shall be loved. 
You will be loved. 
They will be loved. 



1st per. Sing. 
Mper. Sing. 
3d per. Sing. 
1st per. Plur. 



Present Perfect Tense. 



I have loved, 
You have loved, 
He has loved. 
We have loved, 



Mper. Plur. You have loved, 
3d per. Plur. They have loved, 



Passive. 

I have been loving, I have been loved. 

You have been loving, You have been loved. 

He has been loving, He has been loved, 

We have been loving, We have been loved. 

You have been loving, You have been loved. 

They have been loving. They have been loved. 



Past Perfect Tense. 



Common. 
1st per. Sing. I had loved, 
2d}iper. Sing. You had loved, 
3d per. Sing. He had loved, 
1st per. Plur. We had loved, 
2d per. Plur. You had loved, 
3d per. Plur. They had loved. 



Progressive. 
I had been loving, 
You had been loving. 
He had been loving. 
We had been loving. 
You had been loving, 
They had been loving. 



Passive. 
I had been loved. 
You had been loved. 
He had been loved. 
We had been loved. 
You had been loved. 
They had been loved. 



1st per. Sing. 
2d per. Sing. 
3d per. Sing. 
1st per. Plur. 
^d per. Plur. 
3d per. Plur. 



1st Person. 
M Person. 
Sd Person. 



Future Perfect Tense. 

Common. 
I shall have loved. 
You will have loved. 
He will have loved. 
We shall have loved, 
You will have loved. 
They will have loved, 

Passive Form. 

Singular. 
I shall have been loved. 
You will have been loved. 
He will have been loved. 



^sive. 
I shall have been loving. 
You will have been loving. 
He will have been loving, j 
We shall have been loving. 
You will have been loving. 
They will have been loving. 



Plural. 
We shall have been loved. 
You will have been loved. 
They will have been loved. 



INTRODUCTORY EXERCISES. 



S9 



Paradigiaa of the verb loTe in the Subjunctive Mode, 

€0]5^I>ITI0]SfAIi FORHIS. 

Present Tense. 





Cammon. 


Progressive. 


Passive. 


1st Per. Sing. 


If I love, 


If I be laving. 


loved. 




r If thou love, 
tif you love. 


( If thou be laving, 
tif you be laving. 


loved. 


M Per. Sing. 


loved. 


Sd Per. Sing. 


If he love. 


If he be laving. 


loved. 


1st Per. Plur. 


If we love. 


If we be laving. 


loved. 


M Per. Plur. 


If you love. 


If you be laving. 


loved. 


3d Per. Plur. 


If they love, 


If they be laving. 


loved. 




Past Tense. 






Common. 


Progressive. 


Passive. 


1st Per. Sing. 


If I loved, 


If 1 ViQTQ laving, 


loved. 


M Per. Sing. 


fif thoulovedst, 
\ If you loved, 


( If thou wert laving, 
t If you were laving. 


loved, 
loved. 


3d Per. Sing. 


If he loved. 


If he were laving. 


loved. 


1st Per. Plur. 


If we loved. 


If we were laving, 


loved. 


M Per. Plur. 


If you loved, 


If you were loving. 


loved. 


3d Per. Plur. 


If they loved. 


If they were loving. 


loved. 




Past Perfect Tense. 






Common. 


Progressive. 


Passive. 


1st Per. Sing. 


If I had loved, 


If I had been laving,^ 


loved. 


U Per. Sing. 


{ If thou hadst loved, 
t If you had loved. 


( If thou hadst been loving, 
\ If you had been loving. 


loved. 


laved. 


3d Per. Sing. 


If he had loved. 


If he had been laving. 


laved. 


1st Per. Plur. 


If we had loved, 


If we had been loving. 


loved. 


2d Per. Plur. 


If you had loved, 


If you had been laving. 


loved. 


$d Per. Plur. 


If they had loved, 


If they had been loving. 


loved. 




Future Tense. 






Common. 


Progressive. 


Passive. 


1st Per. Sing. 


If I should lovCy 


he laving. 


he loved. 


M Per. Sing. 


( If thou shouldst lave, 
\ If you should love. 


he loving. 


he loved. 


he loving. 


he loved. 


3d Per. Sing. 


If he shall or should lave, he laving. 


he laved. 


1st Per. Plur. 


If we should Zot'e, 


he loving. 


he loved. 


Sd Per. Plur. 


If you should love, 


he loving. 


he loved. 


3d Per. Plur. 


If they shall or should lave, he loving, 
Future Perfect Tense. 


he loved. 




Common. 


Progressive. 


Passive. 


1st Per. Sing. 


If I should have loved, 


heen loving. 


heen loved. 


Sd Per. Sing. 


( If thou shouldst have loved, ^ heen loving, 
\ If you should have loved, heen laving. 


heen loved. 


heen loved. 


Sd Per. Sing. 


If he shall or should have laved, heen loving. 


heen loved. 


1st Per. Plur 


If we should have laved 


I, heen laving. 


heen loved. 


Sd Per. Plur. 


If you should have loved, heen loving. 


heen loved. 


3d Per. Plur. 


If they shall or should have laved, heen laving, 


heen loved. 


Remark.- 


-Sometimes the Coniu 


nction is omitted, when the subject 



placed after the auxiliary; as, Were I loved; Sad I loved. 



40 



INTRODUCTORY EXERCISES. 



SUBJUNCTIVE MOI>£. POTENTIAI. FORMS. 



1st Per. Sing. 

8d Per. Sing. 

3d Per. Sing. 
1st Per. Plur. 
M Per. Plur. 
2d Per. Plur. 



1st Per. Sing. 

M Per. Sing. 

3d Per. Sing. 
1st Per. Plur. 
M Per. Plur. 
3d Per. Plur, 

1st Per. Sing. 

2d P^r. Sing. 

3d Per. Sing. 
1st Per. Plur. 
M Per. Plur. 
3d Per. Plur, 

1st Per. Sing. 

2d Per. Sing. 

3d Per. Sing. 
1st Per. Plur. 
M Per. Plur. 
3d Per. Plur. 



Progressive. 


Passive. 


he loving^ 


he loved. 


he loving^ 


he loved. 


he loving, 


he loved. 


he loving. 


he loved. 


he loving, 


he loved. 


he loving, 


he loved. 


he laving. 


he loved. 



Present Tense. 

Common. 
1 may, can, or must Icrve, 
j Thou mayest, canst, or must love, 
I You may, can, or must Iwe, 
He may, can, or must love, 
We may, can, or must love. 
You may, can, or must lave, 
They may, can, or must lave. 



Past Tense. 

Common. 

I might, could, would, or should love. 
(Thou mightest, couldst, wouldst, or shouldst love. 
I You might, could, would, or should love. 

He might, could, would, or should love. 

We might, could, would, or should love. 

You might, could, would, or should love. 

They might, could, would, or should love. 

Progressive. 

1 might, could, would, or should be loving, 
r Thou mightest, couldst, wouldst, or shouldst be loving. 
1 You might, could, would, or should be loving. 

He might, could, would, or should be loving. 

We might, could, would, or should be loving. 

You might, could, would, or should be loving. 

'They might, could, would, or should be loving. 

Passive. 

I might, could, would, or should be loved. 
fThou mightest, couldst, wouldst, or shouldst be loved. 
\ You might, could, would, or should be loved. 

He might, could, would, or should be loved. 

We might, could, would, or should be loved. 

You might, could, would, or should be loved. 

They might, could, would, or should be loved* 



Present Perfect Tense. 

Common. 
1st Per. Sing. I may, can, or must have loved. 

_ , p . fThou mayest, canst, or must have loved. 

er. ^mg. \ You may, can, or must have loved. 
3d Per. Sing. He may, can, or must have loved. 

1st Per. Plur. We may, can, or must have loved. 

2d Per. Plur. You may, can, or must have loved. 
3d Per. Plur, They may, can, or must have loved. 

Progressive. 
1st Per. Sing. I may, can, or must have been laving, 

, fThou mayest, canst, or must have been ZouiVz^, 

e . ng. ^ you may, can, or must have been laving, 
3d Per. Sing. He may, can, or must have been laving, 

1st Per. Plur. We may, can, or must have been loving, 

2d Per. Plur. You may, can, or must have been laving, 

Sd Per. Plur. They may, can, or must have been loving, 

13* 



Passive, 

laved, 
loved, 
loved, 
loved, 
loved, 
loved, 
loved. 



INTRODUCTORY EXERCISES. 



41 



1st Per, Sing. 

M Per. Sing. 

Sd Per. Sing. 
1st Per. Plur. 
M Per. Plur. 
Sd Per, Plur, 



Past Perfect Teuse. 

Common. 

I miglit, could, would, or should have loved, 
f Thou mightest, couldst, wouldst, or shouldst have loved. 
1 You might, could, would, or should have loved. 

He might, could, would, or should have loved. 

We might, could, would, or should have loved. 

You might, could, would, or should have loved. 

They might, could, would, or should have loved. 



1st Per, Sing, 

Sd Per. Sing. 

Sd Per. Sing, 
ist Per. Plur. ' 
Sd Per. Plur. 
Sd Per. Plnr. 



Progressive, 

I might, could, would, or should have been loving. 
f Thou mightest, couldst, wouldst, or shouldst have been loving, 
i. You might, could, would, or should have been loving. 

He might, could, would, or should have been loving. 

"We might, could, would, or should have been loving. 

You might, could, would, or should have been loving. 

They might, could, would, or should have been loving. 



1st Per. Sing. 

Sd Per. Sing. 

Sd Per. Sing. 
1st Per. Plur. 
Sd Per. Plur. 
Sd Per. Plur. 



Passive. 

I might, could, would, or should have been loved, 
r Thou mightest, couldst, wouldst, or shouldst have been loved. 
I You might, could, would, or should have been loved. 

He might, could, would, or should have been loved. 

We might, could^^ would, or should have been loved. 

You might, could, would, or should have been loved. 

They might, could, would, or should have been loved. 



291. Para,digi£i of the verb I^OTe in the Imperative 
Mode* 

IMPERATIVE FOBMg. 





Common. Progressive. 




Passive. 


1st Per. Sing. 


Let me love. Let me be loving, 


Let 


me be loved. 


Sd Per. Sing. 


Love thou, Be thou loving, 


Be thou loved. 


Sd Per. Sing. 


Let him love, Let him be loving, 


Let him be loved. 


1st Per. Plur. 


Let us love. Let us be loving, 


Let 


us be loved. 


Sd Per. Plur. 


Love ye. Be ye loving. 


Be 3 


re loved. 


Sd Per, Plur, 


Let them love, Let them be loving. 


Let them be loved. 




POTENTlAIi PORxWg. 








Commm, Progressive, 




Passive, 


1st Per. Sing. 


I will lovey he loving. 




he loved. 


Sd Per. Sing. 


Thou may^t or shalt love, he loving, 




he loved. 


Sd Per. Sing. 


He may or shall love, he loving. 




he laced. 


1st Per. Plur. 


We will love, he loving. 




he loved. 


Sd Per. Plur. 


You may or shall love, he loving, 




he loved. 


Sd Per. Plur. 


He may or shall love, he loving, 




he loved. 



12 INTRODUCTORY EXERCISES. 

Adjectives. Articles and Frononiiiials. g§ lSO-136. 

'': What is an Adjective? 

An Adjective is a word joined to a noun to limit its application, 
or to describe the object wbich a noun or pronoun represents. 

Give examples. 

Good boys; diligent students; each boy. 

What words are classed as Adjectives? 
■ Articles, Pronominals; Demonstratives and Numerals. 

What words are Articles? 

A or an, called the Indefinite Article; and the^ called the 
Definite Article. 

What do the Articles show? 

They show whether the Noun to which they are joined, denotes 
a particular or an indefinite object. 

When must an be used? 

Before words beginning with a, e, z, and o and u (not pro- 
nounced like w or y), silent A, or an unaccented syllable begin- 
ning with K 

Give examples. 

An hour, an ear, an heroic action; an hotel; a Union soldier. 

How is the Definite Article used? 

Sometimes it points out a previously-mentioned or well-known 
object, and sometimes it shows that the noun to which it is 
joined, is taken in a general sense. 

Give example.«3. 

The man is dead; The horse is a useful animal. 

What words are called Pronominal Adjectives? 

All, any or several, each, every a7id no. 

What do these words show? 

They show whether the noun to which they are joined, denotes 
objects collectively, indefinitely or individually. 

Give examples. 

All my books; any man, several men; each man, every man, 
no man. 
Select the Adjectives from the following sentences, and tell their Idnd: — 

1. The boy shot a rabbit and a partridge. 

2. A thing of beauty is a joy forever. 

3. No lessons, no tasks, no schools. 

4. The eyes of the Lord are in every place. 

5. The trees are all covered with blossoms. 

6. Each day has its own cares. 



INTRODUCTORY EXERCISES. ^ 43 

A1>,IE€TIVES. ?? 136-139. 

"What words are Demonstratives? 

This, these; that, those; the former^ the latter; yon or yonder; 
the same,.&c. 

"What do these words show? 

They point out objects in relation to the speaker. 

Ex. — This man, these men; that tree, those trees. 

"What words are Cardinal ITumbers? 

One, two, three, four, five, six, seven, &c, 

"What do Cardinal Numbers show? 

They show how many objects the noun to which they are joined, 
denotes. 

What words are Ordinal Numbers ? 

First, second, third, fourth, fifth, sixth, &c. 

"What do Ordinal Numbers show? 

They show the order in which objects, or groups of objects, 
are taken. 

Ex. — The first tree ; the first three boys. 

"What is a Qualifying Adjective? 

A word which describes the object denoted by the noun or 
pronoun to which it is joined. 

Ex. — Good pens; red stockings; large boys. 

"What is a Participial Adjective? 

A Present or Past Participle expressing some quality or con- 
dition of the object denoted by the Noun to which it is joined. 
Ex. — A stricken deer; my beloved son; a consuming fire. 
"What is a Verbal Adjective? 

An Adjective which expresses a relation or mental operation. 
Ex. — Nearer home] hungry for fruit; A wolf is like a dog. 

"What is a Proper Adjective? 

An Adjective derived from a Proper Noun. 

Ex. — An English vessel; A German lady; Alpine snows. 

Select the Adjectives from the following sentences, and tell their 

hind: — " 

1. He bought a valuable English watch. 

2. The new hall has a rich gilded ceiling. 

3. Dark clouds were overspreading the beautiful blue sky. 

4. The first three boys are brothers. 

5. A wise son maketh a glad father. 

6. Leave the lily pale, and tinge the violet blue. 



44 INTRODUCTORY EXERCISES. 

Tlie ConapaFison of ADJECTIVES. ?? 143-151. 
"What is Comparison? 

A change in the form of an Adjective to show the degree of the 
quality which it expresses. 

How many degrees of Comparison are there? 

Three; the Positive, the Comparative, and the Superlative. 

When is an Adjective in the Comparative Degree? 

When it shows that a quality in one object is in a higher or lower 
degree than the same quality in another object or class of objects. 

Ex. — John is braver than George; This tree is taller than that. 

When is an Adjective in the Superlative Degree? 

When it shows that a quality in one object is in a higher or lower 
degree than the same quality in anyone of several other objects. 

Ex. — John is the bravest o^ all the boys 

How is the Comparative Degree formed? 

By suffixing r or er to the Positive, or by placing more or less 
before it. 

How is the Superlative Degree formed? 

By suffixing st or est to the Positive, or by placing most or 
least before it. 
Give examples. 

Positive. Comparative, Superlative, 

Holy, holier, holiest. 

True, truer, truest. 

Faithful, more faithful, most faithful. 

Learn the following irregular Adjectives : — 

Positive. Comparative, Superlative. 

Bad or ill, worse, worst. 

Far, farther, farthest. 

Good, better, • best. 

Late, later or latter, latest or last. 

Little, less or lesser, least. 

Many or much, more, most. 

Near, nearer, nearest or next. 

Old, older or elder, oldest or eldest. 

Form the Comparative and Superlative of the following Adjectives : — 

Brave, able, diligent, large, old, much, lovely, bright, active 
and good. 

Select the Adjectives from the following sentences, and tell whether they are 
of the Positive, Comparative or Superlative Degree : — 

1. John is older than Henry. 

2. His younger sister is dead. 

3. James is more intelligent than Frank. 

4. Students should be diligent. 

5. My farm is larger than yours. 

6. It is farther to China than to England. 



INTRODUCTORY EXERCISES. 45 

What is an Adverb ? 

A Word which expresses Place, Time; Cause, Manner, Mo- 
dality or Degree. 

Mention some Adverbs of Place. 

Here, there; hither, thither; hence, thence. 

Mention some Adverbs of Time. 

Then, meanwhile, before, after, always, continually, generally, 
ever, once, often. 

Mention some Adverbs of Cause. 

Why, wherefore. 

Mention some Adverbs of Manner. 

Bravely, well, ill, cleverly, dearly. 

Mention some Adverbs of Modality. 

Yes, verily, no, nay, likely, probably. 

Mention some Adverbs of Degree. 

More, less, somewhat, so, very, too. 

How are Adverbs ending in ly compared? 

By placing more or Zess, and most or leasts before the Simple 
Adverb. 

How are a few other Adverbs compared? 

Irregularly, or by suffixing r or er, and st or est. 

Give examples. 
Tositive. Comparative. Superlative, 

Bravely, more bravely, most bravely. 

Early, more early, most early. 

Faithfully, less faithfully, least faithfully. 

Gracefully, less gracefully, least gracefully. 

Soon, sooner, soonest. 

Often, oftener, * oftenest. 

Compare the following Adverbs : — 

Rapidly, cleverly, slowly, eagerly, miserly, leisurely, tardily, 
wofully, late, well, long. 

Select the Adverbs from the following sentences, and tell their kind: — 

1. John walks slowly and gracefully. 

2. He came here yesterday. 

3. I am always ready to assist you. 

4. He will go there early to-morrow. 

5. He certainly writes very slowly. 

6. The kite rose rapidly, and sailed majestically. 



4:6 INTRODUCTORY EXERCISES. 

What is a Preposition? 

A Preposition is a word which shows a relation between things 
and connects the words denoting the things so related. 

Mention the Simple Prepositions. 

At, after, by, down, for, from, in, of, on^ over, past, round, 
since, through, till, to, under, up, with. 

Mention the Prepositions beginning with the syllable a. 

Aboard, above, about, across, against, along, amid, amidst, 
among, amongst, around, athwart. 

Mention the Prepositions beginning with the syllable he. 

Before, behind, below, beneath, beside, besides, between, be- 
twixt, beyond. 

Mention the Compound Prepositions. 

Into, out of, throughout, toward, towards, upon, until, unto, 
underneath, within, without. 

Mention words which are sometimes used as Prepositions. 

Bating, concerning, during, excepting, notwithstanding, re- 
garding, respecting, touching, except, save. 

Select the Prepositions from the following sentences: — 

1. They went to the city in the cars. 

2. John walked along the road towards the river. 

3. The cars from the West arrive at noon. 

4. The child fell into the well. 

5. The bridge extends from the shore to the island. 

6. Several railroads run through Pennsylvania 

7. The birds sing among the branches. 

8. The bell rang at nine o^ clock. 

9. The books are in the library. 

10. Go into the garden and sit under the tree. 
. 11. There are many apples on the tree behind the houses. 

12. They sat in the parlor after dinner. 

13. Man, through all ages of revolving time, 
Unchanging man, in every varying clime, 
Deems his own land of every land the pride, 
Beloved by Heaven o'er all the world beside ; 
His home the spot of Earth supremigly blest, 
A dearer, sweeter spot than all the rest. 



INTRODUCTORY EXERCISES. 47 

What is a Conjunction? 

A Conjunction is a word used to connect or contract clauses. 

How many classes of Conjunctions are there? 

Two; Coordinate and Subordinate. 

How many kinds of Coordinate Conjunctions are there? 

Three; Copulative, Alternative and Adversative. 

Mention the Copulative Conjunctions. 

And; both — and; as well as; not only — but, but also, but 
likewise. 

Mention the Adversative Conjunctions. 

But; indeed — but; now — then; on the one hand — on the 
other hand. 

Mention the Alternative Conjunctions. 

Or; nor; neither; either — or; neither — nor. 

How many kinds of Subordinate Conjunctions are there? 

Five; Substantive, Conditional, Concessive, Final and Causal. 

Mention the Substantive Conjunctions. 

That; that not; whether. 

Mention, the Conditional Conjunctions. 

If; unless; except; provided that. 

Mention the Concessive Conjunctions. 

Although, however, nevertheless, notwithstanding, though, yet. 

Mention the Final Conjunctions. 

That, that not, lest, in order that, so that, so as. 

Mention the Causal Conjunctions introducing Clauses expressing a 
reason. 

As, because, for, inasmuch as, forasmuch as, since, whereas. 

Mention the Causal Conjunctions introducing Clauses expressing an 
inference. 

Consequently, hence, then, therefore, wherefore, whence. 

Select the Conjunctions from the following sentences, and tell their 

kind: — ^ 

1. Though I hastened, I could not overtake him. 

2. Speak neither well nor ill of an enemy. 

3. If I be righteous, yet will I not lift up my head. 

4. Let him that standeth take heed lest he fall. 

5. He asked me whether I heard the report. 

6. He is afraid, because he is guilty. 



48 INTRODUCTORY EXERCISES. 

II^TERJECTIOMg, EXPIiETIVES and INTENSIVES. 

"What is an Interjection? 

A word which expresses emotion. 

Mention the Interjections denoting attention. 

Behold! hark! hist! hush! hallo! ho! list! lo! and see! 

Mention the Interjections denoting disgust. 

Away! begone! fudge! fie! pshaw! tush! 

Mention the Interjections of salutation or taking leave. 

Welcome! hail! adieu! farewell! good-by! 

Mention the Interjections denoting sorrow. 

Ah! alas! alack! oh! 

Mention the Interjections of triumph and wonder. 

Aha ! bravo ! hurrah ! huzza ! indeed ! strange ! what ! (man) ! 

What are Expletives? 

Words used for euphony simply. 

Give examples. 

There is a God; It is truQ that he said it. 

"What is an Intensive ? 

A word used to express emphasis. 

Give examples. 

I too am a painter; I only am left to tell thee. 

Select the Interjections, Expletives and Intensives from the following sen- 

tences : — 

1. There is a pleasure in the pathless woods. 

2. Woe to the riders that trample thee down ! 

3. Hush ! hush ! the preacher preacheth, 
" Woe ! to the oppressor, woe !" 

4. Hail ! Memory hail ! in thy exhaustless mine. 
6. Oh! where shall rest be found? 

6. Alas ! how swift the moments fly ! 

7. Hail, Columbia ! happy land ! 
Hail, ye heroes ! heaven-born band ! 

8. There comes a time when the morn shall rise, 
Yet charm no smile to thy filmed eyes. 
There comes a time when thou liest low 
With the roses red on thy frozen brow. 

9. Cas. Ha, ha ! how vilely doth this Cynic rhyme ! 
Bru. Get you hence, sirrah ! saucy fellow, hence I 
Cas. Bear with him, Brutus ; 'tis his fashion. 
Bru. ni know his humor when he knows his time. 
What should the wars do with these jigging fools? 
Companion, hence! 

Cas. Away ! away ! be gone ! 



INTRODUCTORY EXERCISES. 49 

What is a sentence? 

A collocation of words expressing something thought, felt or 
willed. 

How many kinds of sentences are there? 

Five; Declarative, Conditional, Interrogative, Exclamative, 
and Imperative. 

What is a Declarative sentence? 

A collocation of words which assert or deny something. 

Give examples. 

John wrote a letter. Spring has come. He will not go. 

What is a Conditional sentence? 

A collocation of words expressing something conditionally. 

Give examples. 

If I were you, I would go. If tMne enemy hunger, feed him. 

What is an Interrogative* sentence? 

A collocation of words expressing a question. 

Give examples. 

Does John write? Will he not come? How do you do? 

What is an Exclamative sentence? 

A collocation of wordsjused to express emotion. 

Give examples. 

How are the mighty fallen ! What a genius Shakspeare had ! 

What is an Imperative sentence. 

A collocation of words expressing what the speaker wills. 

Give examples. 

Thou shalt not bear false witness. Be careful for nothing. 
Come unto me, all ye that labor. 

Tdl which of the following sentences is DeclarativCy which Conditional, &c,; 
also J the kind, properties and forms of each word: — 

1. The moon walks forth in her brightness. 

2. How abject is the condition of the miser I 

3. Canst thou by searching find out God? 

4. If ye be angry, do not sin. 

5. George Peabody was a benevolent man. 

6. Did the wind shake the houses? 

* 7. How resistlessly the angry flood swept by ! 

8. Studious boys become intelligent men. 

9. The lark has sung his carol in the sky, 

The bees have hummed their noontide lullaby ; 
Still in the vale the village-bells ring round, 
Still in the stately hall the jests resound. 



50 INTRODUCTORY EXERCISES. 

SYNTAX. USES OF ]VOUXS ANI> PRO]!^OUNS. 

"What is that part of Grammar which relates to the construction 
of sentences, called? 

Syntax, which treats of the arrangement^ agreement and gov- 
ernment of words. 

Of what does Arrangement treat? 

Of the position of words in a sentence. 

What is Agreement? 

The form of one word corresponding to some other word. 

What is Government? 

The power one word has of determining the form of another 
word. 

What are the principal grammatical uses of Nouns and Pronouns? 

Subject, Attribute, Possessive, Complement, Appositive and 
Compellative. 

What does the Subject denote? 

The object about which something is said. 

Give examples. 

JbAn writes; ilfary sings; OAarfes walks. 

What is the Attributive Noun? 

The noun denoting the substance, class or oflGice of the object 
represented by the subject. 

Give examples. 

The ring is brass; John is a poet; Samuel is chairman. 

What is the Possessive? 

A noun or pronoun denoting something external to the object 
denoted by the noun which it limits. 

Give examples. 

John's hat is torn ; Our neighbor's bees have left their hive. 

What is the Complement? 

A noun or pronoun denoting the object of an act or relation. 

Give examples. 

John struck James; They elected him president; He asked 
me a question; Thomas and William ran a race. 

What is an Appositive? 

A noun placed after a noun or pronoun to limit its application. 

Give examples. 

Cicero, a celebrated orator, was a patriot. William, the Con- 
querer, defeated Harold, the Saxon king. 

What is a Compellative? 

A noun or pronoun denoting an object addressed. 

Give examples. 

Friends, Romans, Countrymen, lend me your ears. 
Good friends, sweet friends, let me not stir you. 



51 

ANALYSIS AND PARSING. 



GElfERAI. BEFINITIOXS. II 107-1S5, §§ 331-328. 

What is Analysis 9 

Analysis is the process of resolving a sentence into its 
elements. 

What is Parsing ? 

Parsing is the process of telling the classification, forms 
and use of a word. 

What is a Proposition? 

A Proposition is a judgment expressed in words. 

Of what does a Proposition consist? 

Of a Subject and a Predicate. 

What is the ^S'M^/ec^^ 

The word or words denoting that of which something is said. 

What is the Predicate? 

The word or words which assert something of the object de- 
noted by the subject. 

Of what does the Predicate sometimes consist ? 

Of Copula and Attribute. 

What is the Copula ? 

The word or words which assert. 

^S\l2i,i is ih.Q Attribute? 

The word or words denoting what is said of the object de- 
noted by the subject. 

What are these elements called ? 

Principal Elements. 

Which are the Subordinate Elements? 

The Adjective Element, the Objective Element and the Ad- 
verbial Element. 

What is the Adjective Element ? 

A word or words limiting a noun or pronoun and answering 
the question, Of what hind f How many f or Whose f 

What is the Objective Element ? 

A word or words denoting the object of an action and an- 
swering the question what or whom after the verb. 

What is the Adverbial Element ? 

A word or words denoting jp?ace, time, cause, manner or degree. 

When is an element of the first, the second or the third class ? 

If it consists of a word, it is of the first class ; if it consists 
of a preposition and its complement, it is of the second class, 
and if it consists of a clause, it is of the third class. 

AVhen is an Element Simple, Complex or Compound ? 

It is simple, when unmodified ; complex, when modified ; 
and compound, when similar parts are connected by a co-ordi- 
nate conjunction. 



52 ANALYSIS AND PAESING. 

THE IWTRANSglTIVE VERB AN1> ITS SUBJECT. 

What is an Intransitive verb ? 

An iMta-aiasitive verb asserts that the object denoted by its 
subject is in a certain state or condition. 

Learn the following rules and formulas : — 

BBiIe I. The subject of a finite verb must be in the nominative case. 

Formula I. Species f Person f Number f Gender f Construction f 
Case f Rule L 

Rule II. The finite verb must agree with its subject in person and 
number. 

Formula. II. Species f Principal Parts ? Conjugation f Voice 

(if transitive) ? Mode f Tense f Form f Agreement 
in person and number f Rule IL 

Learn the following modelis of analysis and parsing: — 
Ex. 1. Charts runs. 

Analysis : — Charles runs is a declarative sentence, of which Charles is 
the subject and runs, the predicate. 

Parsing: — Charles is a proper noun, of the third person, singular 
number, masculine gender, and is construed as the 
subject of runs, and must therefore be in the nomina- 
tive case, according to Rule I : The subject of a finite 
verb must be in the nominative case. 
Runs is an intransitive verb, principal parts, run, ran, 
run, of the strong conjugation, indicative mode, pre- 
sent tense, common form, and in the third person, 
singular number, to agree with its subject Charles, ac- 
cording to Rule II: The finite verb must agree with its 
subject in person and number. 

Ex. 2. He writes. 
Analysis : — He writes is a declarative sentence, of which he is the 
subject and writes, the predicate. 

Parsing: — He is a personal pronoun, of the third person, singular 
number, and masculine gender. It is construed as the 
subject of writes, and must therefore be in the nomi- 
native case, according to Rule I: The subject of a finite 
verb must be in the nominative case. 

Analyze and parse the following sentences : — 

1. I sleep. 6. Clara dances. 11. Armies march. 

2. James walks. 7. You smile. • 12. We will go. 
8. William jumps. 8. They wink. 13. Birds fly. 

4. Thou risest. 9. John swims. 14. Lions roar. 

5. Mary sits. 10. Henry sleeps. 15. Eagles soar. 



ANALYSIS AND PARSING. 53 



ATTRIBUTIVE ]\OFNS AND ADJECTIVES, 
gg 153-159. 

"What is a Copulative verb ? 

A Copulative verb is a verb which simply asserts. 
What is an Attribute 9 

An Attribute is a word or '^ords denoting what is said of 
the object represented by the subject. 

Learn the following rules and formulas : — 

Rule IV. The Attributive noun agrees in number, gender and case 
with the noun or proiioun denoting the same object. 

Formula IV. Species f Person f Number, gender and case f 

Agreement f Rule IV, 

Rule V. The Adjective must be construed with the word represent^ 
ing the object to which it refers. 

Formula V. Species? Comparison? How used f To what joined? 
Rule F. 

Learn the following models of analysis and parsing: — 

Ex. 1. David was king. 

Analysis : — David was king is a declarative sentence, of which David 
is the subject and was king, the predicate, of which 
loas is the copula and king, the attribute^ 

Parsing : — ^if^g is a common noun, of the third person, and is of the 
singular number, masculine gender, and nominative 
case, to agree with David, according to Rule IV: The 
attributive noun agrees in number, gender and case with 
the noun or pronoun denoting the same object, 

Ex. 2. Milton was blind. 

Analysis: — Milton was blind is a declarative sentence, of which 

Milton is the subject and was blind, the predicate, of 
which loas is the copula and blind, the attribute. 
Parsing: — Blind i^ a qualifying adjective, not compared; it is used 
with was to form the predicate, and is joined to the 
word 3filton, according to Rule V : The adjective must 
- be construed with the word representing the object to which 
it refers. ^ * 

Analyze and parse the following sentences: — 
1. Sherman is general. 2. Homer was blind. 

3. Mary was preceptress. 4. I shall be judge. 

5. Eugenie is empress. 6. You have been studious. 

7. Victoria is queen. 8. She is beautiful. 



64 ANALYSIS AND PARSING. 

AB JEOTIVES USEB AS MOBIFIEKS. gg 130-152. 

How many uses have Adjectives? 

Three ; a Distributive, a Definitive and a Eestrictive. 

•When is an Adjective used as a Distributive? 
When it shows that the noun to which it is joined, is taken 
in a general or an indefinite s^nse. 

When is an Adjective used as a Definitive ? 

When it shows that the noun to which it is joined denotes 
some particular object. 

When is an Adjective used as a Restrictive? 
When it limits the application of the noun to which it is 
joined. 

Learn the following models of analysis and parsing : — 

Ex. 1. The first three hoys have come. 
*■ 
Analysis^: — The first three boys have come is a declarative sentence, of 
which the first three boys is the subject, being complex, 
of which boys is the basis, modified by the^ first and 
three, adjective elements of the first class; has come is 
the predicate. 

Parssing : — First is an ordinal number, and is used to show the order 
in which objects, or groups of objects, are taken. 
It is construed with the word boys, according to 
Rule V. 
Three is a cardinal number, and is used to show how 
many objects the word boys denotes. It is construed 
with the word boys, according to Rule V. 

Ex. 2. The American flag is beautiful. 

Parsing : — ITie is the definite article ; it points out a particular ob- 
ject, and is joined to flay, according to Rule V. 
American is a proper adjective, and restricts the applica- 
tion of the word flay, with which it is construed, ac- 
cording to Rule V. 

Analyze and parse the following sentences : — 

1. Every good student is diligent. 

2. That beautiful bay horse is mine. 

3. Few religious men are unhappy. 

4. Several learned men were senators. 

5. Other students are more studious. 

6. Three interesting children died. 



ANALYSIS AND PAUSING. ^ 55 

THE POSSESSIVE CASE. §59. §162. ?§ 166-167. 
What is Case ? 

€ase is a change in tlie form of a noun or pronoun to ex- 
press its relation to other words. 

Learn the following rules and formulas : 

Rule VI. A noun or pronoun indicating the possession of an indefi- 
nite or previously mentioned object, takes the possessive 
form. 

Formula VI. Species? Person? Number? Gender? Construc- 
tion? Case? Rule VL 

Rule VII. A noun or pronoun placed before a noun to limit its ap- 
plication must he in the possessive case. 

Formula VII. Species? Person? Number? Gender? Construc- 
tion? Case? Rule VIL 

Learn the following models of analysis and parsing : — 

Ex. 1. Ye are Chris fs. 

Parsing: — Chrisfsisa, proper noun, of the third person, singular 
number, masculine gender, and is used to indicate the 
possession of an indefinite object, and is therefore in 
the possessive case, according to Eule VI. 

Ex. 2. John^s hat is old. 

Analysis: — John^s hat is old is a declarative sentence, of which 
John^s hat is the subject, being complex, of which hat 
is the basis, modified by John^s, an adjective element 
of the first class ; is old is the predicate, of which is is 
the copula and old, the attribute. 

Parsing : — John's is a proper noun, of the third person, singular num- 
ber, masculine gender, is placed before the noun hat to 
limit its application, and must therefore be in the pos- 
sessive case, according to Rule VII: A noun or pro- 
noun placed before a noun to limit its application must be 
in the possessive case. 

Analyze and parse the following sentences : 

1. John's lessons are abstruse. 

2. The man's hand was leprous. 

3. The king's council was unanimous. 

4. The nation's glory is great. 

5. Peter's wife's mother was sick. 

6. This is an anecdote of Franklin's. 

7. Gay hope is theirs. 

8. This is a picture of my father's. 



56 ANALYSIS AND PARSING. 

THE COMPIiEMENT OF VERBS. 2§ 174-175. 

Wliat is a Transitive verb ? 

A Transitive verb asserts an act wliicli affects or causes 
the object denoted by its subject. 

What is the Complement of a verb? 

The Complement of a verb is a noun or pronoun de- 
notiug : — 

1. The direct ov passive object ; as, John struch William. 

2. The indirect object ; as, George gave him a book. 

3. The object of effect; as; Ja7ie wrote a letter. 

4. The object oi kindred meaning ; as, He struck a blow. 
Learn the following rule and formula : 

Rule VIII. The Complement of a verb must be in the objective 

case, 
Formulsa VIII. Species f Person f Number f Gender ? Construc- 
tion? Case? Eule VIIL 
Learn the following models of analysis and parsing: — 
Ex. 1. William studies grammar. 
Analysis: — William studies grammar is a simple declarative sen- 
tence, of which William is the subject and studies gram^ 
mar is the predicate^ being complex, of which studies 
is the basis, modified \ij grammar, an objective element 
of the first class. 
Parsing : — Grammar is a common noun, of the third person, singu- 
lar number, neuter gender, and is construed as the 
complement of studies, and must therefore be in the 
objective case, according to Rule VIII: The comple- 
ment of a verb must be in the objective case. 

Analyze and parse the following sentences: — 

1. Increasing stillness attended my way. 

2. My barometer denoted an immense height. 

3. The good wife sought her husband. 

4. The young lawyer took his seat. 

5. The despised apprentice became the profound lawyer. 

6. Your young men shall dream dreams. 

7. Eetail merchants sell a great many goods. 

8. Oblivion shall never shroud its splendor. 

9. Liberty's everlasting flame shall guard it. 

10. He was no mercenary adventurer. 

11. Half our troubles are half our invention. 

12. I have known deeper wrongs. 



ANALYSIS AND PARSING. 57 

VEKBS HAVING TWO COMPIiEMENTS. § 409. 

What verbs are followed by two complements ? 

Ask, bring, buy, build, carry, deny, dig, do, draw, envy, 
find, furnish, get, give, hand, hold, leave, lend, make, mend, 
order, offer, pass, play, present, promise, provide, pay, pour, 
proffer, refuse, sell, send, sing, show, strike, teach, tell, throw, 
and write. 

What do these complements denote ? 

1. The direct and the indirect object. 

2. The direct object and the object oi kindred meaning. 
Learn the following models of analysis and parsing: ^ 
Ex. 1. John ^ave George a dollar. 

Analysis : — John gave George a dollar is a declarative sentence, of 
which John is the subject, and gave George a dollar is 
the predicate, being complex, of which gave is the 
basis, modified by George, an indirect objective element 
of the first class, and also by a dollar, a direct ob- 
jective element of the first class, being complex, of 
which dollar is the basis, distributed by a, an adjec- 
tive element of the first class. 
Parsing: — George is a proper noun, of the third person, singular 
number, masculine gender, and is construed as the 
indirect complement after the verb gave, and must there- 
fore be in the objective case, according to Rule YIII: 
The complement of a verb must be in the objective case. 
J)ollar is a common noun, of the third person, singular 
number, neuter gender, and is construed as the com- 
plement of gave, and must therefore be in the objective 
case, according to Rule VIII: The complement of a 
verb must be in the objective case, 

Ex. 2. He struck Joh:n' a severe blow. 
Parsing: — John is a proper noun, of the third person, singular 
number, and masculine gender ; it denotes the direct 
object, and is therefore in the objective case, according 
to Rule VIII. 
Blow is a verbal noun, of the third person, singular num- 
ber, neuter gender; it denotes the object of kindred 
meaning, and is therefore in the objective case, accord- 
ing to Rule VIII. 

Analyze and parse the following sentences : 

1. He made Charles a^pair of shoes. 

2. They sang us a song. 

3. Mary, please get me a drink. 

4. I will sell you the book for a dollar. 

5. He asked James for his Dictionary. 

6. They struck the enemy a sudden blow. 



58 * ANALYSIS AND PARSING. 

COMPIiEMEWTARY ATTRIBUTES. § 411. 
What verbs take a complement and attribute after them ? 
Appoint, call, consider, constitute, create, elect, esteem, 
make, name, paint, reckon, regard, render, style, and think. 

Learn the following models of analysis and parsing: — 

Ex. 1, They elected him president 

Analysiis : — This is a declarative sentence, of which they is the sub- 
ject ; elected him president is the predicate, being com- 
plex, of which elected is the basis, modified by him 
president, an objective element of the 'first class, being 
complex, of which him is the basis, modified by the 
complementary attribute president. 

Parsing: — Him is a personal pronoun, of the third person, singular 
number, masculine gender. It is construed as the 
complement of elected, and must therefore be in the 
objective case, according to Rule VIII: The comple- 
ment of a verb must be in the objective case. 

President is a common noun, of the third person, and of 
the singular number, masculine gender, and ol3Jective 
case, to agree with him, according to Rule IV: The 
attributive noun agrees in number, gender and case with 
the noun or pronoun denoting the same object. 

Ex. 2. She dyed her shawl red. 

Parsing : — Red is a qualifying adjective, compared, red, redder, red- 
dest, of the positive degree ; it is used as the com- 
plementary attribute, and is joined to shawl, accord- 
ing to Rule V. 

Analyze and parse the following sentences. 

1. The people consider them impostors. 

2. The Senate elected him clerk. 

8. They constituted him their king. 

4. He painted the door blue. 

5. They make my miseries eternal. 

6. They do not regard beauty necessary. 

7. They called him John. 

8. John made him happy. 

9. I would esteem it a favor. 

10. He reckoned himself rich. 

11. They called him a learned man. 

12. The queen made him a knight. 



ANALYSIS AND PARSING. 59 

APPOSITIVES. E 177-179. 

What is an Appositive ? 

A noun placed after a noun or pronoun to limit its appli- 
cation. 

Learn the following rule and formula: — 

Rule IX. A noun placed after a noun or pronoun to limit its appli- 
cation, must he in the same number, gender and case. 

Formula IX. Species ? Person f Use ? Number, gender and 
case f Agreement f Ride IX. 

Learn the following models of Analysis and Parsing : 

Ex. 1. Milton, the great English poet, was blind. 

Analysis : — Milton, the great English poet, was blind, is a declarative 
sentence, of which Milton, the great English poet, is the 
subject, being complex, of which Milton is the basis, 
modified by the great English poet, an adjective element 
of the first class, being complex, of which poet is the 
basis, marked definite by the and modified by great and 
English, adjective elements of the first class; was blind 
is the predicate, of which was is the copula, and blind, 
the attribute. 

Parsing: — Poet is a common noun, of the third person, and is in the 
singular number, masculine gender, and nominative 
case, to agree with the noun Milton, which it identi- 
fies, according to Rule IX : A noun placed after a noun 
or pronoun to limit its application, must be in the same 
number, gender and case. 



Analyze and parse the following sentences: — 

1. Henry the Fourth was an excellent king. 

2. The patriarch Abraham was accounted faithful. 

3. The Emperor Nero was a cruel tyrant. 

4. "William the Conqueror defeated Harold, the Saxon king. 

5. The disciple John was beloved. 

6. The proto-martyr Stephen was a holy man, 

7. We the people are the sovereigns. 

8. The inhabitants, men, women, and children, were heroes. 



60 ANALYSIS AND PAESING. 

COMSTRFCTION OF TMi: ABYEKll. §§186-190. 
What is the position of the adverb ? 

1. After the copula ; as, The apple is not ripe. 

2. After the present, past and future tenses of the common 

and progressive forms ; as, He learns, learned and will 
learn rapidly ; The sails were shaking violently. 

3. Before the participle in the perfect tenses and the passive 

form ; as, I have not seen him ; This letter is almost 
finished. 

4. Before the adverb, adjective, or preposition which it li- 

mits ; as. She is very studious; He was struck usiWE- 
DiATBiuY above the eye. 
6. Only, merely, else, alone and enough follow the words 
which they modify ; as, John only has money enough ; 
He came merely to see me. 

Learn the following rule and formula : — 
Rule X. The Adverb must be construed with the word which it 

modifies. 
Formula X. Species? Comparison? Degree? How used? Con- 
struction ? Rule X. 

Learn the following models of analysis and parsing: — 

Ex. 1. Good pupils study diligently. 

AnalysilS: — Good pupils study diligently is a declarative sentence, 
of which good pupils is the subject, being complex, 
of which pupils is the basis, modified by good, an ad- 
jective element of the fiirst class; study diligently is 
the predicate, being complex, of which study is the 
basis, modified by diligently, an adverbial element of 
the first class. 

Pansing^; — Diligently is an adverb of manner, compared, diligently, 
more diligently, most diligently, of the positive degree, is 
used to show how good pupils study, and modifies study, 
with which it is construed, according to Rule X : The 
adverb must be construed with the word which it modifies. 

Analyze and parse the following sentences: — 

1. John writes beautifully. 

2. Henry rose very early. 

3. Willie will certainly come soon. 

4. These apples are very good. 

5. You will not soon be forgotten. 

6. The cherries are not quite ripe. 



ANALYSIS AND PAKSING. 



61 



NOUSrS USEI> AS ADVERBS. U 191-193. 

When is a noun used as an Adverb ? 
When it denotes quantity. 
When is a noun modified by an Adverb ? 
When it denotes quantity. 

Learn the following rule and formula : — 

Rule XI. The quantitative complement is in the objective case gen- 
erally without a governing word. 

Formula XI. Species f Person f Number ? Gender f Construc- 
tion ? Case f Rule XL 

Learn the following models of analysis and parsing: 
Ex. 1. The board is twelve feet long. 
Analysis : — The hoard is twelve feet long is a declarative sentence, of 
which the hoard is the subject, being complex, of which 
hoard is the basis, marked definite by the, an adjective 
element of the first class; is twelve feet long is the pre- 
dicate, of which is is the copida, and twelve feet long is 
the attribute, being complex, of which long is the basis, 
modified by twelve feet, an independent adverbial ele- 
ment of the first class, being complex, of w^hich feet 
is the basis, modified bv twelve, an adjective element 
of the first class. 

Parsing : — Feet is a common noun, of the third person, plural num- 
ber, neuter gender, and is used as the quantitative com- 
plement, and must therefore be in the objective case, 
according to E.ule XI: The quantitative complement is in 
the objective case generally without a governing word, 

Ex. 2. Six times five is thirty. 
Parsing: — Times is a common noun, of the third person, singular 
number, and neuter gender ; it is used as an adverb, 
and modifies j?v5, according to Rule X. 

Analyze and parse the folloiving sentences: — . 

1. John went home this morning. 

2. The lady weighed ninety-nine pounds. 

3. The army marched fifteen miles. 
4.' James walks dandy fashion. 

5. His pantaloons are a world too wide. 

6. He remained three years. 

Note. — In Anglo-Saxon, the genitive (possessive) case is used to ex- 
press adverbial relations. The w^ord times is not a plural noun, but a 
singular noun in the genitive, used adverbially. So too needs, whiles, 
nowadays^ S^c, 



62 ANALYSIS AND PARSING. 

ADJECTIVES USi;j> AS ADVERBS. ?? 415-417. 

When is a verb modified by an adjective? 

When it asserts that the object denoted by its subject con- 
tinues in a certain state or changes from one condition to 
another. 

Is one adjective ever modified by another? 

Sometimes a Qualifying adjective modifies a Participial ad- 
jective ; as, The DBBF-rooted mountains. 



Learn the following rule and formula : — 

Rule XXIII. A verb referring to the quality or condition of the 
object denoted by its subject, is modified by an 
adjective. 

Formula XXIII. Species f Comparison f Use? Construction? 
Rule XXIIL 



Learn the following models of analysis and parsing: — 

Ex. I feel sicJc, 

Analysiis: — I feel sick is a declarative sentence, of which /is the 
subject, and feel sick is the predicate, being complex, 
of which feel is the basis, modified by the comple- 
mentary adjective sick. 

Parsing t—^S'zc^ is a qualifying adjective, compared, sick, sicker, sick- 
est, of the positive degree, is used to complete the 
meaning of the verb feel, which it modifies, according 
to Rule XXIII : A verb referring to the quality or condi- 
tion of the object denoted by its subject, is modified by an 



Analyze and parse the following sentences: — 

1. Misfortunes never come single. 

2. The weather continues stormy. 

3. The patient feels comfortable this morning. 

4. A good deed shall not go unrewarded. 

5. The girl looked pale. 

6. The expedition proved disastrous. 

7. He has a deep-seated cough. 



ANALYSIS AND PAESING. 63 

PREPOSITIONS. ?? 193-208. 

\, .L is a preposition? 

A Preposition is a connective which joins words repre- 
senting related things. 

What is a preposition and its complement called ? 

If the preposition joins nouns or pronouns, it is called an ad- 
jective element of the second class ; if it joins a noun or pronoun 
to a verb, it is called an adverbial element of the second class. 

Learn the following rules and formulas : — 
Rule XII. A preposition connects words representing related tJmigs, 
Formula XII. Species f Connects what words ? Rule XIL 
Rule XIII. The complement of a preposition must he in the objec- 
tive case. 
Formula XIII. Species ? Person f Number f Gender ? Construc- 
tion? Case? EuleXIIL 

Learn the following models of analysis and parsing: — 

Ex. 1. A yell of indignation sounded on all sides. 
Analys»is : — This is a declarative sentence, of which A pell of indig- 
nation is the subject, being complex, of which yell is 
the basis, modified (1) by a, an adjective element of 
the first class, and (2) by of indignation, an adjective 
element of the second class, of which of is the con- 
nective, and indignation^ the objective part ; sounded on 
all sides is the predicate, being complex, of which 
sounded is the basis, modified by on all sides, an ad- 
verbial element of the second class, of which on is the 
connective, and all sides, the objective part, being 
complex, of which sides is the basis, modified by ally an 
adjective element of the first class. 

Parsiing: — Of is a preposition, showing the relation between the 
THINGS indignation and yell, and connecting the words 
yell and indignation, according to Rule XII: A prepo- 
sition connects words representing related things. 
Indignation is a verbal noun, of the third person, singular 
number, neuter gender ; it is construed as the comple- 
ment of the preposition of, and must therefore be in 
the objective case, according to Rule XTII: The com- 
- plement of a preposition must be in the objective case. 

Analyze and parse the following sentences : — • 

1. Mary went from New York to Norfolk in the cars. 

2. The anchor clung to the rock with tenacity. 

3. I kept my eye upon the receding mass of ice. 

4. We ran to the dark spot in the centre of the mass. 

5. A movement of the tide set the ice in motion. 

6. Thou hast kept thy word with me to the last moment. 



64 ANALYSIS AND PARSING. 

PARTICIiES ANI> EXCIiAMATIVES. ?? 4S9-440. 

What are Particles 9 

Words used to express emotion, euphony or emphasis. 
What parts of speech are Particles ? 
Interjections, Expletives and Intensives. 
Learn the following rules and formulas : — 
Rule XXIV. A noun or pronoUn used absolutely or independently ^ 

must be in the nominative case. 
Formula XXIV, Species? Person? Number? Gender? Con- 
struction? Case? Rule XXIV, 
Rule XXV. Particles and independent elements have no grammati- 
cal relation to other tuords. 
Formula, XXV. Species ? Use ? Pule XXV. 

Learn the following models of analysis and parsing: — 
Ex. 1. Mighty victor, mighty lord. 

Low on his funeral couch he lies! 
Analysis : — This is an exclamative sentence, of which he is the sub- 
ject, and lies low on his funeral couch is the predicate, 
being complex, &c. Mighty victor, mighty lord are 
used exclamatively to indicate the person addressed. 
Parsing : — Victor ts a common noun, of the second person, singular 
number, masculine gender, and is used as an ex- 
clamative, and must therefore be in the nominative 
case, according to Eule XXIV : A noun or pronoun 
used absolutely or independently y must be in the nomina- 
tive case. 
Lord is a common noun, and is parsed like victor, 

Ex. 2. There is a God. 

Analysis : — There is a God is a declarative sentence, of which a God 
is the subject, being complex, of which God is the 
basis, distributed by a, an adjective element of the 
first class ; there is is the predicate, of which there is 
an expletive. 

Parsing: — There is an expletive, a word used to render the sentence 
more euphonious, and has no grammatical relation to 
the other words in the sentence, according to 
Rule XXV : Particles and independent elements have no 
grammatical relation to other words. 

Analyze and parse the following sentences : — 
* 1. Even in their ashes live their wonted fires. 

2. I sit me down a pensive hour to spend. 
8. I think there is a knot of you 
Beneath that hollow tree. 

4. The moon herself is lost in heaven. 

5. Alas ! alas ! fair Inez. 

6. John has his own book. 



ANALYSIS AND PARSING. 65 

OIPERATIVJE SENTENCES. §304. ?? 44^3-444. 
Learn the following models of analysis and parsing: — 
Ex. 1. TIiij kingdom come. 

Parsing: — Kingdom is a common noun, of the third person, singular 
number, neuter gender, and is construed as the sub- 
ject of come, and is therefore in the nominative case, 
according to Rule I. 

Come is an intransitive verb, principal parts, come, came, 
come, of the strong conjugation, imperative mode, 
present tense, imperative form, and of the third per- 
son, singular number, to agree with its subject, Icing- 
dom, according to Rule II. 

Ex. 2. Woe worth the day, 
Parsiing^ : — Woe is parsed like kingdom. 

Worth is an intransitive verb, used only in the imperative ; 
it is of the third person singular, to agree with its 
subject, woe, according to Rule II. 

Ex. 3. John, bring me the booh. 
Parsing :—«7bAn is a proper noun, of the second person, singular 
number, masculine gender, and is used to denote the 
object addressed, and is therefore in the nominative 
case, according to Rule XXIV or Rule I. 

Bring is a transitive verb, principal parts, bring, brought, 
brought, of the weak conjugation, imperative mode, 
present tense, imperative form, and of the second 
person singular, to agree with its subject Jo An, ac- 
cording to Rule II. 

Analyze and parse the following sentences : — 

1. Fall he that must beneath his rivaPs arms, 
And live the rest secure of future harms. 

2. Woe worth the chase I Woe worth the day I 

3. Euin seize thee, ruthless king ! 
Confusion on thy banners wait I 

4. For me, when I forget the darling theme. 
Whether the blossom blows, the Slimmer ray 
Russets the plain, inspiring Autumn gleams. 
Or Winter rises in the blackening East- 
Be my tongue mute, my fancy paint no more, 

. And dead to joy, forget my heart to beat. 



63 ANALYSIS AND PARSING. 

INTERROGATIVE SENTENCES. ?? 30S-310. ? 412. 

In what ways is inquiry denoted ? 

1. By placing the subject after the verb or auxiliary. 

2. By the interrogative pronouns, who, whose, whom; which, 
and what, 

3. By the interrogative adjectives, ivhich and what 

4. By the interrogative adverbs, where, whither ^ whence; 
when, why and how. 

Learn the following models of analysis and parsing : — 

Ex. 1. Did he go f Yes. 

Analysis : — This is a simple interrogative sentence, of which he is 
the subject, and did go the predicate, modified by the 
responsive participle yes. 

Parsing^: — Yes is an Intensive, and has no grammatical relation to 
the other words in the sentence, according to 
Rule. XXV. 

Remark. — Yes is usually parsed as an adverb of modality by Rule X. 

Ex. 2. Whom did you see f John. 

Parsing : — John is a proper noun, of the third person, and is of the 
singular number, masculine gender and objective 
case, to agree with whom, to which it is responsive, 
according to Rule IX : A noun placed after a noun or 
pronoun to limit its application, must be in the same 
number, gender and case, 

Ex. 3. Where do you live f In Philadelphia. 

Analysis : — In Philadelphia is an adverbial phrase of place ; it is part 
of an abridged sentence, but may be parsed as modi- 
fying the adverb where. (Rule X.) 

Analyze and parse the following sentences: — 

1. Canst thou by searching find out God ? 

2. Was John Howard a benevolent man ? 
8. Where are you going? To St. Louis. 

4. What book are«you reading c David Copperfield. 

5. Whose farm is that? Mr. Eigler^s, 

6. How shall we cross the river ? On the boat. 



ANALYSIS AND PARSING. 67 

PRONOUNS. §§62-78, 

How many kinds of Pronouns are there? 

Five ; Personal, Indefinite, Reciprocal, Partitive and Con- 
junctive. 

What kind of pronouns are giyen on page 19? 

Simple Personal Pronouns. 

What other kinds of Personal pronouns are there ? 

Compound Personal Pronouns and Adjectival Personal 
Pronouns. 

Kepeat the Compound Personal Pronouns : 

First Person. Second Person, Third Person, 

Singular, Myself, ourself thyself, yourself himself, herself, itself 
Plural, Ourselves yourselves themselves 

Eepeat the Adjectival Personal Pronouns : 

First Person. Second Person, Third Person. 

Singular, Mine thine his, hers, its 

Plural, Ours yours theirs 

What is an Indefinite pronoun ? 

An Indefinite pronoun represents a general conception. 
What words are used as Indefinite pronouns ? 
One, one's-self, none, it anSL they. 
What words are Reciprocal pronouns ? 

Each other (referring to two persons) ; and one another, 
(referring to more than two persons). 
What are Partitive pronouns ? 

Words denoting objects in the relation of whole and parts. 
Give examples. 
Some remained,^ but others left. 

Learn the following Paradigm of pronouns : — 

Singular, Plural. Singular. Singular. Plural. 

Nominative, One ones another other others 

Possessive, One's ones' another's other's others' 

Objective. One ones another other others 

Select the pronouns from the following se7itences and tell their hind: 

1. The book is not mine, and I cannot lend it. 

2. They fled, some, one way ;- others, another. 

3. They say he is a man who minds his own business. 

4. One sows ; another reaps. 

5. His neighbors lost all their property. 

6. John lost his book and her slate. 

7. Fear not; it is I. 

8. It rains ; it snows ; it hails ; it freezes. 



68 ANALYSIS AND PARSING. 

SYNTAX OF PKOI^OUNS. 

Learn the following rule and formula: — 
Rule III. The pronoun must be m the same person, number and 

gender as the name of the object which it represents. 
Formula III. Bpeciesf Person? Number? Gender? Eule IIL 
Construction? Case? Rule, 

Learn the following models of analysis and parsing: — 

Ex. 1. He hurt himself. 
Parsiing : — Himself is a compound personal pronoun, of the third 
person, singular number and masculine gender, to agree 
with hey according to Rule III : The pronoun must he in 
the same person^ number and gender as the name of the ob- 
ject which it represents. It is construed as the comple- 
ment of hurty and must therefore be in the objective 
case, according to Rule VIIL 

Ex. 2. The booh is mine, 
Parspiug : — Mine is an adjectival personal pronoun, of the first person, 
singular number, masculine (or feminine) gender ; it 
is used with is to form the predicate, and is construed 
with book, according to Rule V. 

Remark. — The Adjectival Personal pronouns denote possession as 
words, not as cases. 

Ex. 3. Love one another. 
Parsing : — One another is a Reciprocal pronoun, of the third person, 
singular number, masculine gender, and is construed 
as the complement of the verb love, and must therefore 
be in the objective case, according to Rule VIII. 

Ex. 4. One should be true to one's friend. 
Parsing: — One is an Indefinite pronoun, of the third person, singu- 
lar number, masculine gender, and is construed as the 
subject of the verb should be, and must therefore be in 
the nominative case, according to Rule I. 
One^s is parsed by Rule VII. 

Analyze and parse the following sentences: — 

1. One should not get angry at one's friend, 

2. Their little ones were exposed. 

3. James and Henry help each other. 

4. Gay hope is theirs. 

5. They say that he is very rich. 

6. Some left, but others remained. 



ANALYSIS AND PARSING. 69 

SUBSTANTIVE CI.AUSES. U 353-359. 

What is a Clause? 

A Sentence used as part of another sentence. 
Of what does a Clause consist? 
Of a Connective, a Subject, and a Predicate. 
What words are used as Substantive Connectives ? 
Compound Relative Pronouns, Substantive Conjunctions, 
and Interrogatives. 

Repeat the Compound Relative Pronouns: ?? 837-340. 

Sing. & Plur. Sing. & Plur, Sing. & Phir, 

Nominative. Whoever whichever what whatever 

Possessive, Whosever 

Objective, Whomever whichever what whatever 

Remark. — Sometimes soever is used instead of ever, and sometimes 
both ever and soever are omitted. 

Mention the Substantive Conjunctions. 

That, that not, but, but that, and whether. 

Mention the Interrogative Pronouns : g| 341-342. 

Who, whose, whom, which, and what. 

Mention the Interrogative Adjectives: §136. 2. 

Which and what. 

Mention tlie Interrogative Adverbs : J 344. 

Where? whither? whence? When? why? and how? 

What relations do substantive clauses express ? 

1, The relation of Subject ; as, 

{a.) What is thoroughly understood, is easily described, 
(b.) That the earth is a sphere, is susceptible of proof. 
(c.) AVhy he resigned, is not known. 

2, Tlie relation of Attribute ; as, 

(a.) The only wonder is, that one head can contain it all. 
(b.) Life is what we make it. 

8. Tbe relation of Complement ; as, 

(«.) _ You now see why he did not come. 

(b.) Whomsoever the bishop- appoints, the church will receive. 

(c.) I will not object to what is reasonable. 

4. Tbe relation of Appositi^e ; as, 

(a.) The question. Can he succeed? is now discussed, 
(6.) One truth is clear: Whatever is, is right. 



70 ANALYSIS AND PARSING. 

COMPI4EX JSIEIVTEI^^CES. 2 317. 
What is a Complex sentence ? 
A Sentence one of whose elements is another sentence. 

Learn the following rule and formula:— 

K.ule XIV. A Substantive Connective introduces the clause 0/ which 
it forms a part. 

Formula XIV. 

(1.) If a Conjunction. Species? Use? Introduces what? Rule XIV. 

(2.) If an Interrogative Adverb ? Species? Use ? Modifies what ? 
Rule X, Introduces what ? Rule XIV, 

(3.) If an Interrogative Adjective. Species? Reference? Con- 
struction ? Rule V Use ? Introduces what ? Rule XIV, 

^ (4.) If an Interrogative or Compound Eelative Pronoun. Spe- 
cies ? Person, number and gender ? To agree with what ? Rule III, 
Construction ? Case ? Rule VIZ X or XIII, Use ? Introduces 
what? Rule XIV, 

Learn the following models of analysis and parsing : 

Ex. 1. Whether he can finish the work, is doubtful, 

Analysiis : — This is a complex declarative sentence, of which the 
substantive clause, whether he can finish the work, is 
the subject, of which whether is the connective, he the 
subject, and finish the work the predicate, being com- 
plex, of yvhich. finish is the basis, modified by the work, 
an objective element, &c,; is doubtful is the predicate 
of the principal clause, of which is is the copula, and 
doubtful, the attribute. 

Parsing: — Whether is a substantive conjunction, is used as a sub- 
stantive connective, and introduces the clause of 
which it forms a part, according to Rule XIV : A 
substantive connective introduces the clause of which it 
forms apart. 

Analyze and parse the following sentences :— 

1. "Will you tell me where you have been ? 

2. The farmer declared that his watch had gained half-an-hour. 

3. I will not deny what I said. 

4. Know that in the soul are many lesser faculties 

5. Whosoever will come, may come. 

6. I will not object to what is reasonable. 



ANALYSIS AND PARSING. 71 

REIiATITE CliAUSES. §§ 334-336. §2 360-363. 

What is a Relative Pronoun ? 

A Relative Pronoun is a pronoun which represents the 
same object as some preceding word in the same sentence to which 
it connects, as a modifier, the clause of which it forms a part. 

Whafc words are Relative Pronouns ? 

Nom, Who, pos, whose, ohj. whom ; which, that, and as. 

What words are used as Subordinate Connectives? 
Eelative Pronouns, Subordinate Conjunctions, and Con- 
junctive Adverbs. 

Learn the following rule and formula : — 
Rale XV. A Subordinate Connective joins the clause of which it 

forms a part to the word which the clause modifies. 
Formula XV. Species f Person, number and gender f Rule III, 
Construction? Case? Rule? Use? Connects 
what? Rule XV, 
Learn the following models x)f analysis and parsing : — 
Ex. 1. The man who escapes censure, is fortunate. 
Analysis : — This is a complex declarative sentence, of which the man 
who escapes censure is the subject, being complex, of 
which man is the basis, distributed by the, an adjective 
^ element of the first class, and modified by the relative 
clause who escapes censure, an adjective element of the 
third class, of which who is the connective and sub- 
ject, and escapes censure, the predicate, being complex, 
of which escapes is the basis, modified by censure, au 
objective element of the first class. 
Parsing: — Who is a relative pronoun, of the third person, singular 
number, masculine gender, to agree with the name 
of an object of like qualities present to the mind, 
according to Rule III. It is construed as the sub- 
ject of escapes, and must therefore be in the nomi- 
native case, according to Rule I. [Repeat the Rule.) 
It joins the clause who escapes danger, of which it forms 
a part, to the word man, which the clause modifies, 
according to Rule XY: A subordinate connective, joins the 
clause of which it forms a part to the word which the 
clause modifies. 

Analyze and parse the following sentences: — 

1. He whom I loved, is dead. 

2. The man whose arm was broken, is my friend, 
8. Those who labor, shall be rewarded. 

4. His praise is lost who waits till all commend. 

5. O Thou, who driest the mourner's tears. 

6. I am a man who is under authority. 



72 ANALYSIS AND PARSING. 

What is a Conditlonra Clnusc ? 

A Clause introduced by if, unless, except, and provided that 

What is a Concessive Claus*^ ? 

A Clause introduced by although, however, notwithstanding, 
and though. 

What is a Conditional sentence ? 

A 'Sentence containing a Conditional or Concessive Clause. 

How are Conditional and Concessive Clauses used? 

1. To express a real condition ; as, If this is treason, make 
the most of it 

2,^ To express a condition which may be realized; as, If he be 
studious, he will improve. 

3. To express the denial of a supposition ; as, If he tvere 
careful, he would succeed, 

4. To express future contingency; as, If he shall proceed, he 
will attain his object 

5. To express a mere wish or conclusion; as, that I 
were prepared to dlo! 

Lenrn the folloTring models of analysis and parsing: — 
Ex. Though he slay me, yet will I serve him, 
AnalyisilS : — This is a conditional sentence, of which -QiGugli he slay me 
is the subordinate clause (jjrotasis), of which though is 
the connective, he, the subject, and slay me, the predi- 
cate, being complex, of which slay is the basis, modi- 
fied by wze, an objective element of the first class ; yet 
will I serve him is the principal clause, of Vv^hich yet is 
a correlative referring to though, lis the subject, and 
will serve him is the predicate, being complex, of which 
will serve is the basis, modified by him, an objective 
element of the first class. 
PariSiug: — Though is a concessive conjunction, is used to introduce 
the subordinate clause, which it connects to the sub- 
ject of the principal clause, according to Rule XV: 
A subordinate connective joins the clause of which it forms 
a part to the word which the clause modifies. 
Yet is a correlative, it is used to express antithesis, but 
has no grammatical relation to the other words in the 
sentence, according to Rule XXV : Particles and inde- 
pendent elements have no grammatical relation to other 
words. 
Analyze and parse the following sentences : — 

1. Though I were perfect, I would noi presume. 

2. Had you come early, I would h.ive accompanied ycu. 

8. Unless he improves him.self, he will never be successful. 
4. Though he is high, he has respect to the lowly. 



ANALYSIS AND PARSING. 73 

FINAIi ANO CAUSAIi CliAUSES. E 368-371. 
What does a Final Clause express ? 

A Final Clause expresses the aim, end, motive ov purpose 
With which an act is performed. 

What does a Causal Clause express? 

A Causal Clause expresses an inference or a reason. 

Learn the following models of analysis and parsing: — 

Ex. 1. Ye will not come unto me, that ye may have life. 

Analysis :— This is a complex declarative sentence, of which ye is 
the subject, will not come, ^c, is the predicate, being 
complex, of which will come is the basis, modified (i) 
by not, (2) by unto me, and (3) by the Final Clause, 
that ye may have life, an adverbial element of the third 
class, of which that is the connective, ye, the sub- 
ject, &c. 

Parsing: — That is a Final Conjunction, is used as a subordinate 
connective, and joins the clause of which it forms a 
part to the word come, which the clause modifies, ac- 
cording to Rule XV : A subordinate connective, ^c. 

Ex. 2. We hate some persons, because we do not hnow them. 

Analysis :^This is a complex: declarative sentence, of which we is 
the subject, and hate, ^c, the predicate, being com- 
plex, of which hate is the basis, modified (i) by some 
persons, ^c, (2) by the Causal clause, because we do not 
know them, an adverbial element of the third class, of 
which because is the connective, we, the subject, &c. 

Parsing : — Because is a Causal Conjunction, used as a subordinate 
connective, and joins the clause of which it forms a 
part to the word hate, according to Rule XV. (Repeat 
the Rule.) 



Analyze and parse the following sentences : — 

1. He visited the springs, that he might improve his health. 

2. I will send you a history of Eome, that you may examine it. 

3. I have brought you this passage, that you may explain it. 

4. You were happy to-day, because you v/ere good, 
6. Ye receive me not, because ye know him not. 

6. Since the soil has been enriched, the corn will grow. 



74 ANALYSIS AND PARSING. 

I^OCAIi CliAUSES. § 372-S73. 

What do Local Clauses express ? 

Local Clauses express various relations of place. 

By what words are Local Clauses introduced ? 
By Conjunctive Adverbs of Place. 

Mention the Conjunctive Adverbs of Place. 

1. As far aSy as long as, farther than, where, and wherever, 
denote Position. 

2. Whither and whithersoever denote Direction. 

3. Whence denotes Origin. 



Learn the following models of analysis and parsing: — 

'EiH,!, I will go J whither you direct. 

Analyisis: — This is a complex declarative sentence, of which /is the 
subject, and will go, ^c, is the predicate, being com- 
plex, of which will go is the basis, modified by the Lo- 
cal Clause, whither you direct, an adverbial element of 
the third class, of which whither is the connective, you, 
the subject, and direct, the predicate. 

Parsing: — Whither is a conjunctive adverb of place, is used as a 
subordinate connective, and joins the clause of which it 
forms a part to the word go, which the clause modifies, 
according to Rule XV. [Repeat the Rule.) It also mo- 
difies direct, with which it is construed, according to 
Eule X. [Repeat the Rule,) 



Analyze and parse the following sentences: — 

1. Where your treasure is, there will your heart be also. 

2. Whither I go, ye cannot come. 

3. The eagle makes his home where savage nature dwells. 

4. Where the carcass is, there will the eagles be gathered. 

5. Whither thou goest, thither will I follow. 

6. He went as far as he could. 



ANALYSIS AND PARSING. " 75 

TEiflPORAIi CliAUSES. II S74-376. 
What do Temporal Clauses express? 

Temporal Clauses express the various relations of Time, 
Mention the Conjunctive Adverbs of Time. 

1. As, as soon as, when, whenever, before, ere, and after, de 
note a Point of Time. 

2. As long as, while, whilst, since, till, and until, denote a 
Period OF Time. ^ 

8. As frequently as, and as often as, denote Frequency, 
Learn the following models of analysis and parsing : — 

Ex. 1. Cromwell followed little events before he ventured to govern 

great ones. 

Analysis : — This is a complex declarative sentence, of which Crom- 
well is the subject, followed, ^c, is the predicate, be- 
ing complex, of which followed is the bass, modified 
(1) by little events, an objective element of the first 
class, &c., and (2) by the Temporal Clause, before he 
ventured to govern great ones, an adverbial element of 
the third class, of which before is the connective, he, 
the subject, and ventured to govern great onesj the pre- 
dicate, being complex, of which ventured to govern is 
the basis, modified by great ones, an objective ele- 
ment, &e. 

Parsing: — Before is a Conjunctive Adverb of Time, used as a subor- 
dinate connective, and joins the clause of which it 
forms a part to the word followed which the clause mod- 
ifies, according to Rule XV. {^Repeat the Rule. ) It also 
modifies ventured, with which it is construed, accord- 
ing to Rule X. [Repeat the Rule.) 
Ones is an Indefinite pronoun, of the third person, plural 
number and neuter gender, to agree with events which 
represents similar objects, according to Rule III. [Re- 
peat the Rule.) It is construed as the complement of 
govern, and must therefore be in the objective case, 
according to Rule VIII. [Repeat the Rule.) 

Analyze and parse the following sentences: — 

1. I left before they came. 

2. They came as soon as they could. 

3. When Spring comes, the flowers bloom. 

4. The books were forwarded as they were received. 

5. There was good order while we remained. 

6. He greets mc warmly as often as he sees me. * 



76 ANALYSIS AND PARSING. 

MOB>AIi CliAUSES. II S77-378. 
What do Modal Clauses express ? 

Modal Clauses express Correspondence, Consequence, and 
Comparison, 

Mention the Conjunctive Adverbs expressing Correspondence and 
Consequence. 

1. Correspondence, 

1. With a verb or adjective, viz :' As ; just as ? so— as. 

2. With a noun or pronoun, viz: {Save; smcIi— as; 

same— as. 

2. Consequence. 

1. With a verb or adjective, viz: So— that. 

2. With a noun or pronoun, viz : Sucli— that. 

Learn the following models of analysis and parsing : — 

Ex. 1. Willie, read so that we can hear you. 

Analysis : — This is a complex imperative sentence, of which Willie 
is an independent element, being the name of the ob- 
ject addressed; read, ^c., is the predicate, being com- 
plex, of which read is the basis, modified by the modal 
clause of consequence, so that we can hear you, an ad- 
verbial element of the third class, of w^hich so that is 
the connective, we, the subject, and can hear you, the 
predicate, being complex, of which can hear is the 
basis, modified hy you, an objective element of the first 
class. 

Parsing: — So that is a conjunctive adverb of consequence, and mo- 
difies hear, with which it is construed, according to 
Rule X. (Repeat the Rule.) It is used to join the 
clause of which it forms a part to the word read which 
the clause modifies, according to Rule XV. [Repeat 
the Rule,) 

Analyze and parse the following sentences: — 

1. As are blossoms in Spring, so are hopes in youth. 

2. There was such a noise that I could not hear. 

3. Just as the twig was bent, the tree inclined. 

4. James was so frightened that he could not move. 

5. They employed such men as they could obtain. 

* 6. Moses built the tabernacle as he w^as commanded. 



ANALYSIS AND PARSING. 77 

MOBAIi CliAUSES OF €OMPAKISO]V. II 377-378. 

Mention the Conjunctive Adverbs of Comparison. 

1. As— as; not so — as, denote Equality. 

2. Than; more — ^Aa^i, denote Greater Inequality. 

3. Than ; less — than, denote Lesser Inequality. 

4. The — the; the — so much the, denote Proportionate 
Equality. 

Learn the following models of analysis and parsing: — 

Ex. 1. The science of mathematics performs more than it promises. 

Analys^iS : — This is a complex declarative sentence, of which the 
science of mathematics is the subject, &c.; performs more 
than it promises is the predicate, being complex, of 
which performs is the basis, modified (i) by more, an 
independent adverbial element of the first class, and 
(2) by the modal clause of greater inequality, than it 
promises, an adverbial element of the third class, of 
which than is the connective, it, the subject, and pro^ 
mises, the predicate. 

Parsing: — Than is a conjunctive adverb of manner, expressing 
greater inequality, and modifies promises, with which 
it is construed, according to Rule X. (Repeat the 
Rule.) It joins the clause of which it forms a part to 
the word performs, which the clause modifies, accord- 
ing to Rule XV. (Repeat the J^ule.) 

Ex. 2. The more an avaricious man has, the more he wants. 

Parsing;: — The is the definite article, is used to show that morels 
taken in a general sense, and is joined to more, ac- 
cording to Rule V. 
More is a common noun, of the third person, singular 
number, neuter gender; it is construed as the quanti- 
tative complement, and must therefore be in the ob- 
jective case, according to Rule ^l. 

Analyze and parse the following sentences: — 

1. The more I use the book, the better I like it. 

2. Gravity is less wise than it appears. 

3. It costs much less than you suppose. 

4. The more we acquire, the more we want. 

5. John always does as he is directed. 

6. This room is better furnished than any other in the house. 



78 ANALYSIS AND PARSING. 

COMPOUND SENTENCES. 2§ 379-384. 

How are Co-ordinate Conjunctions used? 

a. If there is similarity of thought, a Copulative con- 

junction (I 331, a) is used ; as. The heavens declare 
the glory of God and the firmament showeth his 
handiwork, 

b. If there is contrast of thought, an Adversative con- 

junction (I 331, b) is used; as, Talent is complimented 
BUT tact is rewarded, 

c. If the sentence expresses identity or difference, an 

Altefiaative conjunction (| 331, c) is used; as, He 
is EITHER very crafty or he lacks good judgment, 

Kemark. — When the connection of thoughts is close, or one or all are 
to be emphatic, a connective is used in each clause or member, the one 
in the first part being called the correlative. 

Learn the following rule and formula : — 

Rule XTI. Coordinate Conjunctions join similar clauses and ele- 
ments of the same nature^ class and construction. 

Formula XVI. Species? Use? Connects what? Bule XVI, 
Learn the following models of analysis and parsing: — 

Ex, 1. Not only can the student gain no lofty improvement with- 
out labor, BUT without it no one can gain a tolerable happiness. 

Analysis s — This is a compound sentence consisting of two co-ordi- 
nate clauses, connected by the copulative conjunction 
BUT. (1 331, a.) 

' Analyze each clause separately, , 



Parsing: — Not only is a« correlative, relates to hut, renders the first 
clause emphatic, but has no grammatical relation to 
other words, according to Rule XXV. Particles have 
no grammatical relation to other words. 

But is a copulative conjunction, is used to join clauses or 
elements expressing similarity of thought, according 
to Eule XVI. {Repeat the Rule.) 

Analyze and parse the following sentences : — 

1. Clara sings and Florence plays. 

2. Life is short and art is long. 

3. Washington was a good and wise man. 

4. John and William draw and paint. 

5. She plays and sings very well. 

G. Adams and Jefferson died on the same day. 



ANALYSIS AND PARSING. 79 

VERBS WITH COMPOUM© SUBJECTS. 22 385-387. 

2 420. 

Learn the following rule and formula : — 

Rule XVII. A Yerb having a compound subject agrees in 
PERSON with the most worthy, and in number 
according to SIGNIFICATION. 

Formola XVII. Species? Principal Parts? Conjugation? 
Mode? Tense? Form? Agreement? 
Rule XVIL 

Learn the following models of analysis and parsing: — 
Ex. 1. James, Henry and George study grammar and history. 
Analysis :— This is a simple declarative sentence, of which James, 
Henry and George is the subject, being compoundl, 
of which and is the connective, and James, Henry and 
George, the co-ordinate parts ; study grammar and 
history is the predicate, being complex, of which study 
is the basis, modified by grammar and history, an ob- 
jective element of the first class, being compomadi, 
of which and is the connective dM-di grammar and history 
the co-ordinate parts. 

Parsing i— Study is a transitive verb (? 83), principal parts, study, 
studied, studied; of the weak conjugation, indicative 
mode, present tense, common form, and must be in the 
third person, plural number, to agree with its compound 
subject, according to Rule XVII: A verb having a com- 
pound subject agrees in person with the most worthy, and in 
number according to signification, 

Ex. 2. The saint, the father, and the hushand prays. 
Parsing : — Prays is an intransitive verb, &c., and is of the third per- 
son singular, to agree with its subject, which is singu- 
lar in signification, since the words saint, father, and 
husband represent the same object under difi*erent 
aspects, according to Rule XVII. A verb having a 
compound subject agrees in person with the most worthy, 
and in number according to signification. 

Analyze and parse the following sentences: — 

1. Every insect and every bird was hushed. 

2. Neither the captain nor the sailoi:s were saved. 

3. His meat was locusts and wild honey. 

4. This metaphor and metamorphosis of words is curious. 

5. All order, all subordination, all unanimity, was lost. 

6. There is a wonderful splendor, variety, and luxuriance in the 

vegetation of those quick and ardent climates. 



80 ANALYSIS AND PARSING. 

PRO^-OUNS WITH COMPOUND ANTECEDENTS. 
§g S85-387, 

Learn the following rule and formula: — 
Kaile X¥III. A PHONOUN having a COMPOUND ANTECEDENT 

agrees in person and gender with the most 
WORTHY, and in number according to signifi- 
cation. 

Fornmla XVIII. Species? Person, Number and Gender? 
Agreement f Rule XVIIL Construction ? 
Case ? Rule. 

Note. — Grammarians generally say that verbs and pronouns 
having compound subjects, agree with the most worthy in person and 
gender. The first person is regarded as more worthy than the second 
or third, and the second, than the third; and the masculine gender is 
regarded as more worthy than ih.Q feminine or neuter, i\iQ feminine than 
the neuter^ 

Learn the following models of parsing : — 

Ex. 1. Thou and thy sons with thee shall hear the iniquity of your 

priesthood. 

Parsing; : — Your is a personal pronoun, of the second person, plural 
number, masculine gender, to agree with its compound 
antecedent, thou and thy sons, according to Rule XVIII: A 
pronoun having a compound antecedent agrees in person and 
gender with the most worthy , and in number according to 
signification, 

Ex. 2. James or his sister was destroying his cap. 
Parsing : — His is a personal pronoun, of the third person, singular 
number and masculine gender, to agree with the name 
of an object of like qualities (either James or some one 
else mentioned before), according to Rule XVIII. {Re- 
peat the Rule.) It is placed before cap to limit it, and 
must therefore be in the possessive case, according to 
Rule VII. [Repeat the Rule. ) 



Analyze and parse the following sentences: — 

1. Each, day and each hour brings its own duties and trials. 

2. Each woman and each child lost her liberty. 

3. They (the Passions) snatched her (Music's) instruments of sound; 

(for,) each would prove HIS own expressive power, 

4. Then shall thou bring forth that man or that woman unto thy gate, 

and shall stone them with stones till they die. 



ANALYSIS AND PARSING. 81 

AGREEMENT OF VERBS A]^I> PARTITIVES. 
?? 419 & 422. 

What words are Partitives ? 

All, any, enough, half, third, fourth (c&c.,), mass, more, most, 
none, part, per cent., plenty, portion, proportioii, quarter, re- 
mainder, remnanty rest, some, whole, worth. 

How are these words used ? 

As these words generally express quantity in its extensive- 
ness, the idea of number does not inhere in them. If part of 
one object or onQ mass is meant, the verb should Ipe singular ; 
but if part of several objects or masses is meant, the verb 
should be plural ; as, — ■ 

1. Most of the WORK was well done, 

2. Most of the new students are males, 

3. Threefourths of the men were discharged, 

4. Three-fourths of the money was returned. 

5. All of T-ELEW ^^^^ present. 

6. All of IT IS ours. 

Learn the following models of analysis and parsing: — 
Ex. 1. Three-fourths of his property was destroyed. 

Analysis : — This is a simple declarative sentence, of which Three- 
fourths of his property is the subject, being complex, of 
which threefourths is the basis, modified by the com- 
plementary phrase, of his property, of which of is the 
connective, and his property the objective part, being 
complex, of which property is the basis, modified by 
his, an adjective element of the first class. Was de- 
stroyed is the predicate. 

Parsing: — Three-fourths is a partitive, and expresses a distinct part 
of the object represented by the basis of the comple- 
mentary phrase, of his property ; it is construed as the 
subject of. was destroyed, according to Rule I. 

Was destroyed is singular, to agree with three-fourths, 
which designates a distinct part, according to Rule II. 

Analyze and parse the following sentences: — 

1. A portion of our cavalry were distnounted. 

2. There is plenty of corn in market. 

3. $2,000,000's worth of bonds were negotiated. 

4. Part of the massive walls remain. 

5. There are plenty of good words which were never in a dictionary. 



82 ANALYSIS AND PARSING. 

SYNTAX OF TME INFINITIVE. ?? 22S «& 406. 
How are Infinitives used ? 

1. As nouns to denote the act or state expressed by the verb ; as, 

To THINK is TO ACT ; To BE LOVED makes not TO LOVE again. 

2. To denote purpose or aim ; as, He went to see his friend; He 

came to seek the lost, 

3. To express futurity; as, He is to go to-morrow; The day is 

TO ARUIVE. 
Learn the following rules and formulas: — 
Rule XIX. The subject of the Inlisiiitive must be in the ob- 
jective CASE ; as, He told HIM to go, 
Formuln, XIX. Species? Person? Number? Gender? Construc- 
tion? Case? Rule XIX. 
Rule XXII. An Infinitive or Participle used to abridge a clause 
depends on the word denoting the object of which it 
asserts an act or state: as, I saw him fall; He 
tries TO LEARN ; Truths CRUSHED to earth, shall 
rise again. 
Formula XXII. Species ? Principal Parts ? Conjugation ? Form 
and Condition ? Reference ? Dependence ? 
Rule XXH 
Learn the following models of analysis and parsing : — 
Ex.1. To love is pleasant. 
Parsing : — To love is a verbal noun, of the third person, singular number, 
neuter gender, and is construed as the subject of is, and must 
therefore be in the nominative case, according to Rule I. 
Ex. 2. The general sent him to reconnoiter. 
Analysis • — This is a complex categorical proposition, of which the general 
is the subject, being complex, &c.; sent him to reconnoiter is 
the predicate, being complex, of which sent is the basis, 
modified by him to reconnoiter, an abridged adverbial ele- 
ment of the third class, of which the connective is omitted, 
the subject is changed to the objective form, and the verb to 
the infinitive form. 
Parsing; : — Him is a personal pronoun, of the third person, singular num- 
ber, masculine gender, it is construed as the subject of the 
infinitive, to reconnoiter, and must therefore be in the ob- 
jective case, according to Rule XIX: The subject of the in- 
finitive must be in the objective case. 
To reconnoiter is a transitive verb, principal parts, reconnoiter, 
reconnoitered, reconnoitered / of the weak conjugation ; it is 
the present active infinitive, and refers to him on which it 
depends, according to Rule XXII : An Infinitive or Parti- 
ciple used to abridge a clause, depends on the word denoting 
the object of which it asserts an act or state. 

Analyze and parse the following sentences: — 

1. Time to come is called future. 

2. He went to visit his brother. 

3. He was too sick to sit up. 

4. The cavalry were sent to reconnoiter. 

5. To be good is to be happy. 

6. He was desirous to go. 



ANALYSIS AND PARSING. 83 

SYNTAX OF FAKTICIFI.es. § SS9. ?§ 401-407. 

How are Participles used ? 

1. As Gerunds or Verbal nouns; as, Stealing is base; Keeping 

one^s wealth is more difficult than acquiring it. 

2. As Participial adjectives ; as, A learned man; ^n advancing armt/, 

3. With the auxiliaries have and be to conjugate the finite verb; as, 

Me has been loving ; Jle was loved. 

Remark. — The Present participle, in its gerund sense, is frequently used as 
an adjective to express the purpose of the object denoted by the noun which 
it modifies; as, A laboring day=2i day for laboring; A church-goixg 
bell=a bell for CHURCH-GOING. 

Learn the following rules and formulas : — 

ISnle XX. The subject of a participle, governed by a pre- 
position, must be in the possessive case. 
Formula XX. Species f Person? Number? Gender? Agreement? 

[Rule III.) Oonstriiction? Case? Rule XX. 
Kole XXI. The subject of the complementary ^ar^ia^p^e must 

he in the objective case. 
Formula XXI. Species? Person? Number? Gender? Agreement? 
Rule III. Construction ? Case ? Rule XXI. 
Learn the following models of analysis and parsing : — 
Ex. 1. I heard of his coming. 
AualygiilS : — / heard of his coming is a complex declarative sentence, of 
which / is the subject, and heard of his coming y the predicate, 
being complex, of which heard is the basis, modified by of 
his coming, an abridged objective element of the third class, 
of which the preposition o/is substituted for the connective, 
the subject is changed into the possessive form, his, and the 
verb is changed into the participial form, coming. 
His is a personal pronoun, of the third person, singular num- 
ber, masculine gender; it is construed as the subject of 
coming, and must therefore be in the possessive case, accord- 
ing to Rule XX : The subject of a participle governed by a 
preposition must be in the possessive case. 
Coming is an intransitive verb, principal parts, come, came, come, 
of the strong conjugation ; it is the present active participle, 
and refers to his, on which it depends, according to Rule 
XXIL 
Ex. 2. The rain having ceased, we departed. 
Parsings : — Rain is a common noun, of the third person, singular number, 
neuter gender, and is used absolutely with having ceased, and 
must therefore be in the nominative case, according to Rule 
XXIV: A noun or pronoun used absolutely or independently 
- must be in the nominative case. 

Having ceased is an intransitive verb, principal parts, cease, 
ceased, ceased, of the weak conjugation; it is the perfect 
active participle, and depends upon rain, to which it refers, 
according to Rule XXIL 
Analyze and parse the following sentences : — 

1. I am pleased to see you* knitting. [* Rule XXL] 

2. Pulling weeds is hard work. 

3. I saw him standing on the corner. 

4. Truth, crushed to earth, shall rise again. 
6. We saw them approaching us. 

6. I heard of your son's marrying. 



84 ANALYSIS AND PARSING. 

PARTICIPIAIiS AFTEK OTHEH VEKBS. §414. 

II 4S3-428. 
"What is an Inceptive verb ? 

An Inceptive verb expresses the beginning of an act and 
requires an infinitive to complete its meaning. 

After the preterites of what verbs is the present infinitive or the 
present participle used? 

1. Aim, begin, command, consent, desire, design, endeavor, 
expect, hate, hope, intend, mean, offer, propose, purpose, seek, try, 
want, and TJlfish. 

2. The preterites, mighty could, would, should, and ought, if 
they relate to present or future time ; but by the perfect-infini- 
tive, if they relate to past time ; as, I ought to go (now) ; / 
ought TO HAVE GONE (yesterday) ; I could write (now), if I 
would; I could have written (yesterday), if I had wished 
to do so. 

3. Remember, when it means to call to mind.something pre- 
viously known, must be followed by the perfect infinitive ; but 
if it refers to some future act, it should be followed by the 
present infinitive ; as, I remember to have seen him ; I will 
remember to call. 

4. Eecollect is always followed by the perfect infinitive or 
the perfect participle ; as, I recollect having seen him. 

Learn the following models of analysis and parsing: — 
Ex. 1. He tries to learn. 
Analysis : — He tries to learn is a complex sentence, of which he is the 
subject, and tries to learn is the predicate, of which 
tries is the basis, modified by to learn, an abridged ad- 
verbial element of the third class, of which the con- 
nective and subject are omitted, and the verb changed 
into the infinitive form, to learn. 
Parsing: — Tries is an Inceptive verb, principal parts, try, tried, tried, 
of the weak conjugation, &c. 
To learn is a Transitive verb, principal parts, learn, 
learned, learned, of the weak conjugation ; it is the pre- 
sent active infinitive, and refers to he, on which it de- 
pends, according to Rule XXII. {Repeat the Rule,) 

Analyze and parse the following sentences: — 

1. Eem ember to call on your return. 

2. I remember having seen her several years ago. 

3. He tried hard to excel his class-mates. 

4. I purpose going to Europe in May. 

5. He offered to take my son with him. 

6. They designed surprising the enemy. 



FALSE SYNTAX. 



INCORRECT PliURAIiS, ^^^ Review Pages 17 & 18. 

"What words ending in man form their plural by suffixing S ? 

Cayman, dragoman, desman, dolman, firman, German, het- 
man, leman, Mussulman, Norman, Ottoman, ottoman, talis- 
man, toman, and Turcoman. 

How are words ending in ful pluralized ? 

By suffixing 5 to Jul; as. Cupful, cupfuls; Handful, handfuh. 

"What names of animals do not suffix S for the plural ? 

Deer, grouse, neat, salmon, sheep, swine, trout, aiid vermin. 

"What names of aggregations do not suffix § for the plural? 

Baggage, brace, couple, dozen, fry, gross, head {cattle), pair, 
sail (^ships), score, span, a7id yoke. 

"What words should never be used with a plural numeral ? 

Fish, kine, pease, and swine. 

Correct the plural forms in the following sentences: — 

1. Germ en and Frenchmans are enemys. 

2. He gave the Mussulmen two handsful of cherrys. 

3. He shot two dozens deers. 

4. They bought six pairs of stockings and four braces of pistols. 

5. You make your Is too high and your lis too straight. 

6. Peas are more nutritious than beans. 

7. Each pod contained ^n^ pease. 

8. Eats and mouses infest barns. 

9. All the ladys are heros. 

10. Use two spoonsful of saleratus and three handsful of flour. 

11. Mind your ps and qs. 

12. Dot your is and cross your ts, 

13. He traded fifty sheeps for two yokes of oxes. 

14. He is three scores years old. 

15. He traded his monkies for geographys. 

16. He must account for all monies received. 

17. The rooves of the houses are covered with snow. 

18. He sold twenty swine. 

19. He sold geese-feathers and bought mice-traps. 

20. They exchanged their woman-servants for man-servants. 

85 



86 FALSE SYNTAX. 

USING THE WKONCJ NUMBER, GENBER OK CASE. 

What rules relate to number, gender and case? 

Eule IV and Eule IX. 

When does a noun agree with a noun or pronoun in number, gender 
and case ? 

When it denotes the same thing as an Attributive or an Ap- 
positive. 

When must the nominative case be used ? 

1. As the subject of a finite verb; as, He writes; I sleep, 

2. After a copulative verb ; as, Who say ye that I am f 

3. In the absolute construction; as, He being there, they 

feared to proceed, 

4. Exclamatively ; as, WhatYOJAuYl John! 
V/hen must the possessive case be used ? 

When a noun or pronoun is placed before a noun to express 
something external to the object denoted by the limited noun, 
y/hen must the objective case be used? 

1. As the complement of a verb or preposition. 

2. As the subject of an infinitive or complementary par- 

ticiple. 

3. The objective form me is used after the interjections O ! 

Oh! and Ah! or the expression Woe is; as, Ah! me. 
Woe is ME. 

Correct the following sentences : — 

1. Exercise yourselves as a Christian. 

2. He appointed his wife executor. 

8. His daughter Francis was graduated in June. 

4. District Institutes are a lame thing. 

5. Boys are a nuisance. 

6. Mrs. Williard was an author. 

7. Who did you see ? 

8. He bought $10 worth of stationery. 

9. He sells ladie's gloves and me.ns' shoes. 

10. Webster and Worcester's Dictionary. 

11. Whom do men say that I am ? 

12. Me and him are going to school. 

13. The secret is between you and I. 

14. It is me. 

15. Ye only have I known. 

16. John told ho to go. 

17. I am opposed to you going. 

18. They being the most injured, he has reason to love. 

19. He asked me who I saw. 

20. It was him that did it. 



FALSE SYNTAX. 87 

USING THE WRONG FORM OF THE VERB. 

How is the Preterite of verbs used ? 

To express an act or state past and finished. 

How is the Past Participle of verbs used ? 

With the auxiliaries be and have. 

"What mistake is frequently made ? 

Using the Present or the Past Participle for the Preterite. 

What corrupt forms are frequently used? 

Ain't, don't, drownded, loadened, and proven. 

What other mistake is frequently made? 

Making weak verbs of the strong verbs of Class I. 

Correct the verbs in the follovjing sentences : — 

1. They begun to fight yesterday. 

2. He has drank a glass of wine, 

3. His mother forbid his going. 

4. His father give him a dollar. 

5. I knowed you was coming. 

6. I seen him yesterday. 

7. I have wrote a letter. 

8. He run away. 

9. John has took my hat. 

10. I ain't going to come. 

11. He don't want to go. 

12. John outrun George. 

13. Ain't you going ? 

14. John done it. 

15. I didn't know that you had went home. 

16. He drunk too much water. 

17. He laid in bed till breakfast was over. 

18. He give me an apple. 

19. He freezed his ears. 

20. Two children were drownded this morning. 

21. I am so sick that I can neither set nor lay, 

22. They ain't beggars. 

23. I seed him yesterday. ^ 

24. He asked me where I come from. 

25. I might loss it. 
2Q, He has proven it. 

27. John won't leave him be. 

28. Don't loss your pennies. 



88 FALSE SYNTAX. 

MISUSE OF AUXII.IARIES. 

!• Do not use the verb to he with intransitive verbs, unless the 
condition or state expressed is a permanent one. 

II. Do not use was with you, or donH in the third person singular. 

You was and He dont should be you were and He does not, 

III. Were and did should not be used for would he and should. It 

VTERE strange, did no one come, should be It WOULD be 
strange, should no one come, 

IV. When two or more auxiliaries are joined by and or or, and 

are not followed by the same part of the verb, either change 
the construction, or repeat the appropriate part after each 
auxiliary. / am and always have taken pains should be / am 
taking pains and have always done so, 

V. In declarative sentences, shall in the first person and will in the 

second and third, express an act or state as future. When 
inquiry or resolution is expressed, this order is reversed, 

VI. Do not use can to ask permission. 

VII. Should is used to express a future contingency. 

Correct the auxiliaries in the following sentences .•— ' 

1. He always has, and now is a sober man. 

2. I will be drowned ; nobody shall help me, 

3. It were odd, did peace ensue. 

4. Shall you take tea and will I bring it to you ? 

5. I am resolved that I shall learn my lessons. 

6. You promised that you should visit me. 

7. The clock don't tick. 

8. I was afraid I would lose it. 

9. You hadn't ought to do this. 

10. I hope that I will see him. 

11. All shall receive their money, when the work will have been 

done. 

12. Will we hear a good lecture? 

13. If I do wrong, I will be punished. 

■ 14. I will receive a letter when the mail will arrive. 

15. Perhaps you shall receive it . 

16. This dedication may serve for any book that has, is or shall be 

published. 

17. Can I go home? 

18. How often will I see you ? 

19. I would not be surprised to see him there. 

20. He had better study. 



FALSE SYNTAX. -89 

USING THE WKONG M©1>E OR TENSE. ? 366. 

When must the Indicative mode be used ? 
"When the act or state expressed is regarded as actual. 
When must the Subjunctive mode be used ? 
When the act or state expressed is regarded as doubtful. 
When must the Present tense be used ? 
To express what is habitual or always true. 
When must the Present-Perfect tense be used ? 
To express an act or state as completed in present time. 
When must the Past tense be used ? 
To express an act or state as past and finished. 
What does the Present Subjunctive express ? 
A condition which may be realized ; as, If he go, he will he 
pleased. 

What does the Past Subjunctive express ? 

1. An unuealized supposition in present time; as, If he 

WERE careful, he would succeed, 

2. A mere wish or conclusion, or a supposition without fact ; 

as, that I WERE prepared to die ! 
What does the Past Perfect Subjunctive express ? 
An unrealized supposition in past time ; as. If he had beek 
careful, he would have succeeded. 

What tenses follow each other in Complex sentences ? 

1. The Present, the Present-Perfect, and the Future 

2. The Past and the Past-Perfect. 

3. The Future and the Future-Perfect. 

Correct the mode or tense of the verbs in the following sentences: — 

1. The Lord hath given and the Lord hath taken away. 

2. Have you been to Philadelphia yesterday ? 

3. He said that there was no God. 

4. Ye will not come unto me that ye might have life. 

5. If I was you, I would not go. 

6. Though he slays me, yet will I trust in him. 

7. If thou retuxnest in peace, the Lord hath not spoken by me. 

8. I have been teaching school fast year. 

9. The doctor said that fever always produced thirst. 

10. I have been at London a year, and seen the king last summer. 

11. When you have arrived at St. Louis, he will meet you. 

12. He studies that he might learn to speak the German language. 



90 FALSE SYNTAX. 

THE WRONG USE OF INFINITIVES ANI> PARTI- 

How are Infinitives and Participles generally used ? 

To abridge the subordinate clauses of complex sentences. 

What do the Present Infinitive and the Present Participle express ? 
They express an act or state as incomplete. 

What do the Perfect Infinitive and the Perfect Participle express ? 
They express an act or state as completed. 

When should the Present Infinitive or the Present Participle be used? 
When they express an act or state which took place prior 
to the time expressed by the principal verb. 

What verbs take the Present Infinitive or Present Participle after 
their Past tense ? 

Aim, begin, command, consent, desire, design, endeavor, ex- 
pect, hate, hope, intend, mean, offer, propose, purpose, seek, 
strive, try, want, and wish. 

By what is the verb remember followed? 

The Present and the Past tenses are followed by the Perfect 
Infinitive or the Perfect Participle, and the Future tense, by 
the Present Infinitive or the Present Participle. 

By what is the verb recollect followed ? 

By the Perfect Infinitive or the Perfect Participle. 

Correct the participials in the following sentences : — 

1. He intended to have gone hom^ to-day. 

2. He seemed to be drinking. 

3. He was anxious to have done it. 

4. I expected to have met you to-morrow. 

5. I remember seeing him at Christmas 

6. He meant to have done it. 

7. He hoped to have found it. 

8. They strove to have outflanked hinf. 

9. I recollect seeing him in St. Louis. 

10. I remember calling at his office. 

11. He appeared to die from poison. 

12. He intended to have written yesterday. 



FALSE SYNTAX. 91 

MISUSE OF ARTICIiES. § 133. 1. § 136. 1., 

When should the article a or an be omitted ? 

1. With a material noun ; as, The pen is gold. 

2. With a noun denoting office ; as, Grant is President. 

3. With a noun used in a comprehensive sense ; as, Man is 

mortal. 

4. When the noun is modified by each, every, or no ; as, 
Half A.^ hour ; 'Each: half hour, 

5. Before the second of two connected adjectives, which 
modify a singular noun ; as, A good and wise man, not A 
good and A wise man. 

When should the article the be omitted ? 
♦ 1. With a plural noun used as subject, and not followed by 
a subsequent enumeration of particulars ; as. Common 
nouns are names of classes, not. The Common nouns, &g, 

2. The should not be used for a; as, The subject of A finite 

verb, not the finite verb. 

When should the article the be used ? 

1. To show that a noun denotes a previously mentioned or 
well-known object ; as, The hickory tree was blown 
down ; The man is dead, 

*2. To contrast objects ; as. The men are robust, but the wo- 
men are frail, 

3. When objects are subsequently enumerated ; as. The ad- 

jectives GOOD and red. 
When should the article be repeated ? 

1. With adjectives referring to difierent objects; as, A red 

and A white flag, 

2. With adjectives referring to the same object, but not 

connected ; as, The faithful, the patriotic, the mag- 
nanimous Washington, 

Correct the following sentences : — 

1. He walked a half a mile. 

2. He is a learned and a liberal man. 

3. He is a kind of a doctor. 

4. A stream runs between the stone and brick house. 

5. The silver is a metal. 

6. Mary has a large and small slate. 

7. Sing the three first stanzas. 

8. The subject of the finite verb is in the nominative case. 

9. They exiled the great, the good and the noble man. 

10. He read a historical account. 

11. Use the gargle every half an hour. 

12. The deer was a half a mile ofi*. 



92 PALSE SYNTAX. 

MISUSE OF AB JE€TIVES. 
What adjectives are used with singular nouns ? 
A, an, each, every, this, that, one, and another. 
What adjectives are used when two objects only are referred to ? 
Either, neither, both, whichever, and whichsoever. 
What adjectives are used when three or more objects are referred to ? 
One — another ; some — other ; one, none, whatever, whatso- 
ever, and not. 

Remark. — The reciprocal pronoun each other refers to two persons ;— 
one another, refers to three or more. The preposition between refers to 
two objects; — among, to three or more. 

How is the pronoun them frequently misused ? * 

It is used for the demonstrative those ; as. Them boohs for 
Those books. 

When should an adjective be in the comparative degree ? 
When two objects only are compared. 
When should an adjective be in the superlative degree? 
"When three or more objects are compared. 

Where should the adjective be placed? 

1. Generally before the word denoting the object described; 

as, A pair of new shoes, not A new pair of shoes. 

2. The ordinal numbers should precede the cardinal ; as, 

The FIRST three verses, not The three first verses. 

3. Else, enough, and adjectives modified by other words, are 

usually placed after the noun which they modify ; as. 
Some person else did it; He is a man great in his 
own conceit ; He is a young man worthy of confidence. 

What other mistake is sometimes made ? 

A double comparative is used ; as. He is more wiser. 

Correct the following sentences : — 

1. Neither of the six men were identified. 

2. Either of the four boys can write well. 

3. Of my two boys, James is the oldest and largest. 

4. One end is as thick as another. 

5. Bring a fresh pitcher of water. 

6. Divide them nuts between the four boys. 

7. James and Charles love one another. 

8. These kind of books is profitable. 

9. He sold a valuable tract of land. 

10. The three last mails brought me no letters, 

11. Choose the least of the two evils. 

12. I never heard a more truer saying. 



FALSE SYNTAX. 93 

MISUSE OF ADVERBS. 

Where should the adverb be placed ? 

1. Before the adjective or adverb which it modifies, 

2. Generally after the verb in simple forms. 

3. Between the auxiliary and the infinitive or participle ; 

but, if the longer word, at the end of the sentence. 

4. Only, merely, chiefly, at least and first should be placed 

after the words which they modify 

What adverbs are misapplied ? 

1. Never is used for ever ; as, Charm he never so wisely. 

2. No is used for not ; as, It is not certain whether he will 

come or no. 

3. Good is used for well ; as. My pen does not write good. 

4. Two negatives in the same sentence ; as, He did not pay 

NOTHING. 

What other mistakes are sometimes made ? 

1. An adjective is sometimes used for an adverb ; as. You 

do not speak correct. 

2. Sometimes an adverb is erroneously placed between the 

infinitive and its sign {to) ; as. You are to carefully 
write. 

3. An adverb is sometimes used where an adjective is re- 

quired ; as, He feels badly for He feels bad ; George 
can do it quicker (more quickly) than John. 

Correct the foUoiving sentences: — 

1. The speaker was exceeding prosy. 

2. I never tell secrets. 

3. Let the offence be of never so high a character. 

4. This construction sounds rather harshly. 

5. The bridge will be never completed. 

6. I have enough cake. 

7. He was scarce sensible of it. 

8. Nobody never invented nothing so complete as this machine. 

9. Velvet feels smoothly. 

10. I have near finished this lesson. 

11. Be careful to never violate the Sabbath. 

12. I will not bf no means be guilty of such conduct. 



94' FALSE SYNTAX. 

IMPROPEIt USE OF PKEPOSITIOXS, 

What mistakes are made in the use of Prepositions ? 

1. They are improperly used ; as, If Iliad of been there, 

2. They are improperly omitted ; as, /«5 is wo7^thy your care, 

3. They are improperly placed ; as, What are you going for? 

4. The wrong preposition is used ; as, He is resolved of going. 

What prepositions are improperly substituted for each other? 

1. 0/ is improperly used for o?^, in, and /or/ as, JSe is resolved 

OF doing as he pleases/ I have difficulty OF writing ; He has 
a taste of literature, 

2. To is improperly used for upon, of, for, against, with, and 

from ; as. He bestowed favors to his friends : A change to 
the better ; His prejudice to your cause ; In compliance TO 
your wishes ; He was different then TO what he is now, 

3. For is improperly used for of ; as, There is no need for it. 

4. With and after are improperly used for to; as, He was re- 

conciled ^\tsl his fate ; He has regard A.yt^b. his father^ s 
commands. 

5. By denotes the insfrument with which a thing is done ; with 

denotes the accompanying objects ; as, I was assisted By my 
friend, with his two horses, 

6. In implies rest; into, motion; as, He rushed IKTO the fire 

and expired i:n^ the flames, 

7. To is used after verbs of motion, at after the verb to be and 

the names of villages, foreign places, and houses in cities 
and towns, while in is used before the names of countries 
and large cities ; as, He went to Europe, stopping AT 
Liverpool in England, 

Correct the following sentences : — 

1. He boards in the Fifth Avenue Hotel. 

2. He was accused for betraying his master. 

3. He confides on you, 

4. Crossing the Alps is attended by many difficulties. 

5. Divide the money among the two men. 

6. I have little influence with him. 

7. John and Henry differ from one another about the statement. 

8. I have profited from your advice. 

9. Pass in the room. 

10. Few men can rise beyond personal prejudice;^ 

11. You are engaged with a great work. 

12. Virtue and vice difi*er with each other. ^ 



FALSE SYNTAX. 95 

IMPROPER USE OF COl^JUNCTIONjS. 

What mistakes are made in regard to Conjunctions ? 

1. Sometimes the wrong Conjunction is used. 

2. Sometimes the wrong parts are connected. 

3. Sometimes the Conjunction is improperly omitted. 
When is the wrong Conjunction apt to be used? 

When one Conjunction corresponds to the other. 
Mention the Conjunctions having correlatives. 

1. Same — as ; as, He is the same to-day AS yesterday/. 

2. Same (noun) — that; as, He is the same inan that you saw. 

3. Such (noun) — as ; as, Would he say such a thing AS that f 

4. As (adjective) — as; as, He is as old as you are, 

5. So (verbal)— (X5/ as, He is not so learned AS you are. 

6. Both — and; as, He is both rich Ajstd honest, 

7. Whether — or ; as, Whether he goes or stays is immaterial, 

8. Neither — nor; as, Neither you i^or lean understand it. 

9. No other — than ; as, It was no other than John. 

10. Though — yetj nevertheless ; as, Though he was rich, yet he 

became poor. 

11. Not only, not merely — hut, hut also, hut even. 

12. (Comparatives) — than, as, because. 
What other errors are made ? 

1. Such, which expresses quality, is improperly used for so, 

which expresses degree ; as, I never saw such a great coward.. 

2. But and lest are improperly used for that ; as, I cannot doubt 

BUT (that) he is angry; Ifeared'L'E^T (that) Ishouldhe late. 

3. But is improperly used for than ; as. This is none other but 

(than) the house of God. 

4. If is used for whether; as, He ashed if (whether) you came. 
What words are sometimes improperly connected ? 

1. Different cases of nouns and pronouns ; as, It pleased my 

ERIEND and /(me). 

2. A participial and a finite verb ; as. We saw them enteriin'G- 

the gates and coyer (covering) the square. 
Correct the following sentences : — 

1. Competition is excellent, and the vital principle. 

2. We find no more but what is mentioned. 

3. I doubt not but he will yet appear guilty. 

4. He is neither very lively or forcible. 

5. He asked me if I understood it. 

6. He is not equally diligent as his brother. 

7. Be ready to succor such persons who need assistance. 

8. He was a man of taste and possessing a great mind. 

9. The secret is between you and I. 

10. I would rather spend my time reading as working. 

11. Nothing is so difficult which he cannot control. 

12. He would not do it himself or let me do it. 



96 

RULES OF SYNTAX. 



I. The subject of a finite verb must be in the nominative case 

II. The finite verb must agree with its subject in person and number. 

III. The pronoun must be in the same number, gender and case as the 

name of the object which it represents. 

IV. The attributive noun agrees in number, gender and case, with the 

noun or pronoun denoting the same object. 

V. The adjective must be construed with the word representing the 

object to which it refers. 

VI. A noun or pronoun indicating the possession of an indefinite or 

previously mentioned object, takes the possessive form. 

VII. A noun or pronoun placed before a noun to limit its application, 

must be in the possessive case. 

VIII. The complement of a verb must be in the objective case. 

IX. A noun placed after a noun or pronoun to limit its application, 

must be in the same number, gender and case. 

X. The adverb must be construed with the word which it modifies. 

XI. The quantitative complement is put in the objective case generally 

without a governing word. 

XII. A preposition connects words representing related things. 

XIII. The complement of a preposition must be in the objective case. 

XIV. A substantive connective introduces the clause of which it 

forms a part. 

XV. A subordinate connective joins the clause of which it forms a 

part to the word which the clause modifies. 

XVI. Co-ordinate conjunctions join similar clauses and elements of 

the same nature, class and construction. 

XVII. A verb having a compound subject agrees in person with tho 

most worthy, and in number according to signification. 

XVIII. A pronoun having a compound antecedent agrees in person 

and gender with the most worthy, and in number accord- 
ing to signification. 

XIX. The subject of an infinitive must be in the objective case. 

XX. The subject of a participle governed by a preposition must be in 

the possessive case. 

XXI. The subject of a complementary participle must be in the ob- 

jective case. 
XXIS. An infinitive or participle used to abridge a clause, depends on 
the word denoting the obj ect of which it asserts an act or state. 

XXIII. A verb referring to the quality or condition of the object de- 

noted by its subject, is modified by an adjective. 

XXIV. A noun or pronoun used absolutely or independently, must be 

in the nominative case. 

XXV. Particles and independent elements have no grammatical re- 

lation to other words. 



i 'ivi'oy's Works on the 



LIBRARY OF CONGRESS 



I, 
11. 

III. 

IV. 
V, 



II iiiii mil iiii» "'■ "— 

003 231 384 A # 



I'ilTEODIJOTlON TO ENGLK 

TEEATISE OS ENGLISH 01 

LEXICOLOGY, or the Science ox nuras. i^ tbess.^ 

COMPOSITION AND EHETORIO. (In peepabation 

ENGLISH LITERATURE. (In prepakatio? , 



M 



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